VCE English/English as an Additional Language
Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
Authorised and published by the Victorian Curriculum and Assessment Authority
Level 1, 2 Lonsdale Street
Melbourne VIC 3000
ISBN: 978-1-922082-96-1
© Victorian Curriculum and Assessment Authority 2015
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VCE English/English as an Additional Language
ADVICE FOR TEACHERS
Contents
Introduction ................................................................................................................................... 1
Administration .............................................................................................................................. 1
Curriculum..................................................................................................................................... 1
Developing a course ................................................................................................................... 1
Overview of the study.................................................................................................................. 2
Employability skills ...................................................................................................................... 9
Resources ................................................................................................................................... 9
Text selection .............................................................................................................................. 7
Advice for EAL teachers .............................................................................................................. 8
Advice for combined English and EAL classes ............................................................................ 8
Summary of differences between English and EAL ................................................................. 10
Units 1 and 2 ............................................................................................................................. 10
Units 3 and 4 ............................................................................................................................. 11
Assessment................................................................................................................................. 13
Scope of tasks .......................................................................................................................... 14
Units 1 and 2 ............................................................................................................................. 15
Units 3 and 4 ............................................................................................................................. 15
Authentication ............................................................................................................................. 16
Learning activities ...................................................................................................................... 18
Unit 1 ........................................................................................................................................ 18
Unit 2 ........................................................................................................................................ 22
Learning activities and School-assessed Coursework (SAC) ................................................. 26
Unit 3 ........................................................................................................................................ 26
Unit 4 ........................................................................................................................................ 31
Sample approach to developing an assessment task ............................................................. 35
Performance Descriptors ........................................................................................................... 41
VCE English .............................................................................................................................. 41
VCE English as an Additional Language ................................................................................... 46
Appendix: Employability skills .................................................................................................. 52
VCE English/English as an Additional Language
Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
Introduction
The VCE English/English as an Additional Language (EAL) Advice for teachers handbook
provides curriculum and assessment advice for Units 1 to 4. It contains advice for developing
a course with examples of teaching and learning activities and resources for each unit.
Assessment information is provided for school based assessment in Units 3 and 4 and
advice for teachers on how to construct assessment tasks with suggested performance
descriptors and rubrics.
Administration
Advice on matters related to the administration of Victorian Certificate of Education (VCE)
assessment is published annually in the VCE and VCAL Administrative Handbook. Updates
to matters related to the administration of VCE assessment are published in the VCAA
Bulletin.
Teachers must refer to these publications for current advice.
The course developed and delivered to students must be in accordance with the VCE
English and English as Additional Language (EAL) Study Design:
www.vcaa.vic.edu.au/Documents/vce/english/EnglishEAL-SD-2016.pdf
VCE English/EAL study design examination specifications, past examination papers and
corresponding examination reports can be accessed at:
www.vcaa.vic.edu.au/Pages/vce/studies/english/index.aspx
Graded Distributions for Graded Assessment can be accessed at
hwww.vcaa.vic.edu.au/Pages/vce/statistics/2013/index.aspx
Curriculum
Developing a course
The English/EAL study design outlines the nature and sequence of teaching and learning
necessary for students to demonstrate the achievement of a set of outcomes for a unit. The
areas of study describe the learning context and the knowledge and skills required for the
demonstration of each outcome.
Teachers must develop and design courses that include appropriate teaching and learning
activities that enable students to develop the key knowledge and skills that are identified in
each unit.
Underpinning the achievement of outcomes in all units is the development of students' skills
in using Standard Australian English.
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VCE English/English as an Additional Language
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The drafting process is fundamental to the development of students’ skills as writers.
However, teachers must be aware of the VCAA requirements concerning students drafts,
provided in the VCE and VCAL Administrative Handbook. Specifically drafts are not to be
submitted to the teacher for the purpose of getting feedback on an incomplete task
contributing to the total School-assessed Coursework score. Teachers must not mark or
provide comments on any draft submitted for School-assessed Coursework.
In relation to Units 3 and 4 School-assessed Coursework conditions, word length and time
allocations for School-assessed Coursework provided in the study design are suggestions
and may be adapted to suit the needs of particular cohorts.
Overview of the study
The following section summarises the structure of the study. This must be read in
conjunction with the study design.
Units 1 and 3 — Reading and creating texts
The creative response
In Units 1 and 3, students are required to respond to the set text in a creative form. Although
the response is to be creative in nature, the set text remains central to this task. Students
may transform and adapt key moments or aspects of the text as a way to develop and
extend their understanding of the original. The connections made between the original text
and the creative response need to be credible and authentic. Some ideas for the
development of a creative response include:
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present the original text from an alternative perspective
transpose the original text into another form
explore a gap or silence in the original text
explore an idea, issue or theme from the original text in detail
transpose the original text into a new setting
adapt the language of the original text to create a new or different impact.
Some ideas for the form of the creative response include:
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a monologue
a script
a graphic text
a short film
a prologue
an epilogue
a chapter
a series of letters
a series of journal entries.
The written explanation
As part of the Unit 3 creative response assessment task, students are required to
demonstrate the connection between their creative response and the original text by
justifying their choices in a written explanation. Teachers need to ensure that students
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ADVICE FOR TEACHERS
become familiar with the requirements of the written explanation in Unit 1, so that they have
had experience with this component of the course before they complete Unit 3.
The written explanation is a detailed paragraph that outlines the decisions made by the
student as they developed their creative response. The purpose, context and audience must
all be addressed in the explanation in order to justify the selected content and approach to
the task.
In Unit 3, the written explanation is assessed within, and part of, the creative response – see
the Performance descriptors.
The written explanation is not allocated separate marks. While the focus of the assessment
is on the quality of the creative response, the articulation of the creative intention in relation
to the original text has critical bearing on the overall assessment.
Sample written explanation
Sample text: Burial Rites by Hannah Kent
For my creative response, I decided to write an internal monologue for the character of
Steina in the novel Burial Rites. This seemed appropriate given that the text presents the
story from a range of points of view, including that of the protagonist, Agnes. I thought it
would be interesting to view the narrative from the perspective of the eldest daughter of Jon
and Margret, because there seems to be so much that she would like to say to the
murderess who is lodging in her house, yet she is forbidden to do so. Steina recognises
Agnes from a childhood incident, and as a result, sees the humanity in her. This is in direct
contrast to her mother and sister who initially regard Agnes with disdain and treat her as an
animal. I chose a first-person narrative to allow Steina to express her views about Agnes
instead of having to share the views of her mother. I used simple and spare language to
reflect the fact that Steina cannot probably read or write very well because she is a girl and
the daughter of a peasant farmer. This would have been very typical of the context in which
the novel is set.
Oral form
In both Units 1 and 3, students have the option of presenting their creative response in oral
form. This provides an opportunity for students to present their response to an audience and
to practise for their oral presentation in Unit 4. The performance descriptor for this
assessment task contains reference to both the written and oral form of the response.
Authentication of the creative response
The authentication of creative responses may be achieved by having students:
 record their ideas and drafts in a journal that is regularly checked by the teacher
 complete the drafts of their work in class over a period of time
 write different sections of their creative response under examination conditions in class
that are collected and signed off by the teacher, and then returned to the students to be
continued in the next lesson.
Class time should be used to prepare for this assessment task so that teachers are able to
authenticate each student's work.
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ADVICE FOR TEACHERS
Units 2 and 4: Reading and comparing texts
In Units 2 and 4, students are required to compare a pair of texts. This area of study builds
on the skills already developed in the Reading and creating texts areas of study. Teachers
will need to make links for students between the knowledge and skills associated with
reading single texts, and how these can be adapted and applied to the reading of a pair of
texts. The central focus for students is the comparison of the way the texts present key
concepts including ideas, issues and themes. The comparison will explore the similarities
and differences between the two texts. Students may approach their comparison from a
range of starting points, including considering the way that textual features such as plot,
character and setting are employed by the authors to convey the key concepts. Through the
process of making comparisons, students come to see the ways that the inter-textual
connections contribute to and help to shape new and enriched meanings and perspectives in
both texts.
When comparing the presentation of ideas, issues and themes in texts, students may
consider how similar and different perspectives are developed through a comparison of:
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setting and context
elements of plot/key events
characters and narrative voice
textual features including structure, conventions and language.
Units 1–4: Analysing and presenting argument
Oral presentation
In Unit 1, students must complete either Outcome 1 or Outcome 2 in oral form. In Unit 4
students must complete an oral presentation of a sustained and reasoned point of view.
The oral presentation must be able to be authenticated. The oral presentation may take the
form of:
 a speech
 a debate
 a video blog.
Statement of intention — Unit 4 Outcome 2
It is important to note that there is a written component that forms part of the assessment of
the oral presentation in Unit 4, Outcome 2. Students are required to write a statement of
intention that outlines the decisions made during the development of their oral presentation.
The statement of intention must clearly demonstrate an understanding of the construction of
argument and the use of persuasive language.
There is a separate criterion in the performance descriptors that will allow teachers to assess
the quality of the written statement of intention. This will provide teachers with the
opportunity to determine the level of analysis that a student has reached in preparation for
the School-assessed Coursework task.
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VCE English/English as an Additional Language
ADVICE FOR TEACHERS
Sample statement of intention
Sample topical issue: Compulsory childhood vaccinations
The topic of compulsory childhood vaccinations will be the focus of my oral presentation.
This issue has received a great deal of attention in the media over the past six months as
the result of data released by the Department of Health that revealed the number of parents
who have not had their children immunised has doubled in the past decade. This means that
around 40,000 Australian children have not been vaccinated against largely preventable
diseases such as: hepatitis, pneumococcal, whooping cough, polio, measles, mumps and
rubella. According to a recent poll, 86 per cent of all Australians now believe that childhood
vaccinations should be compulsory and this is the position that I would like to adopt.
Some of the language and persuasive strategies that I will employ in my oral presentation
include the use of accessible medical terminology, the integration of key quotations taken
from reliable sources and expert opinion as well as the incorporation of inclusive language
such as 'we', 'us' and 'our' children. I will also use a range of evidence, including statistics,
research and facts that support the introduction of mandatory childhood immunisation. A
variety of appeals will also be included to help to persuade my audience to adopt a prochildhood immunisation stance. These will be comprised of appeals to common sense to
show how children who are not immunised compromise the overall immunity of the
population, as well as appeals to the hip-pocket nerve to show how parents of unvaccinated
children may be prevented from accessing welfare payments and childcare subsidies. I will
also make an emotional appeal to my audience by using the real life case study of fourweek-old Riley Hughes who died from whooping cough, a largely preventable disease.
Throughout my presentation, I hope to employ a range of public speaking techniques to
enhance my performance. I will use pauses to add emphasis to the key points of my
argument, and I aim to speak steadily and clearly, so that the audience is able to hear each
of my supporting arguments. I have a tendency to rush through presentations when I am
nervous, so I would like focus on my pitch and pace. As a result, I hope to convince my
audience that immunisations should be compulsory for all Australian children aged 0–7.
Listening skills for EAL
VCE English/EAL requires EAL students to achieve a listening comprehension outcome in
Unit 3 and undertake a listening task in the end-of-year examination for Units 3 and 4. While
there is no specific outcome for listening for EAL students in Units 1 and 2, EAL students will
need to be engaged in tasks that facilitate development of aural skills. In a class comprised
of EAL students, this could take the form of regular learning activities specifically designed to
develop listening comprehension skills.
Listening is a valuable skill both for English and EAL students. Secondary and tertiary
courses typically require highly developed aural skills, as do most workplaces. Teachers
could facilitate the development of aural skills through a range of activities across the
curriculum.
Teachers of combined classes will need to ensure that the listening skills of EAL students
are developed through learning activities involving the whole class and/or separate activities.
Teachers should incorporate aural texts into other course areas and include activities that
involve listening.
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Students should be exposed to a range of audio texts involving one or more speakers from
news bulletins, current affairs bulletins, talkback radio and documentaries. To develop literal
and inferential listening skills, students should also be exposed to texts of increasing
complexity, not only in terms of the ideas explicitly stated and implied in the text, but also in
relation to the language in the text, including the range of vocabulary and idiom, and
complexity of the sentence structure.
Teachers may choose to introduce students to this task by exposing them to audio-visual
texts, so that students may elicit meaning from both visual and audio cues. Once they have
gained confidence in deducing meaning from such texts, they could then be introduced to
audio texts.
Teachers may also use computer applications and software such as Chrome 'SpeakIt!'
which converts written text into spoken voice.
While this task is not set for formal study in Units 1 or 2, it is strongly recommended that EAL
students undertake learning activities that involve the use of audio/visual texts throughout
Units 1 and 2. These could be audio files associated with the texts studied for Area of Study
1; for example, interviews with authors about their work, radio programs about the texts
studied and persuasive audio texts. When analysing persuasive audio texts, students should
consider carefully how elements such as intonation, tone of voice, emphasis and pausing
are used by each speaker to convey meaning and, in turn, persuade the audience. Such
elements could then be incorporated by students into their speech in Unit 4.
Some possible learning activities that incorporate active listening strategies that would
support both EAL and combined English/EAL classes are:
Conversations
 Provide students with a short written persuasive text. Read the text aloud as a class. With
reference to Bloom’s Revised Taxonomy ask students to construct three comprehension
questions about the text. In pairs, students ask each other their three questions and then
engage in a conversation about the meaning of the text.
Narratives
 In small groups, ask students to share a narrative about their life. After each story is
shared, each group member is to pose a question about an aspect of the narrative that
they found interesting. The storyteller is then to elaborate in response to the questions
posed.
Speeches
 Select a range of short speeches that are available to be accessed online. Ask students
to draw up a table that contains three headings: Information, Ideas and Opinions. Watch
the speeches as a class, and get students to record evidence of each of the three
headings on their table. Discuss what students recorded and explore the key aspects of
each speech.
Interviews
 Watch a television news interview that focuses on a recent media issue. Provide students
with a note-taking template. Students record the main points that are made by the
interviewee. These points are then shared with the rest of the class.
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Lectures
 Use a TED talk clip. Provide students with a note-taking template to record the key
information that is delivered to the audience.
Radio
 Provide pairs of students with the opportunity to record their own radio interview about a
recent media issue. Students will need to decide who is the interviewer and interviewee.
They then write their own questions and answers, and record their interviews on a mobile
device. In small groups, play the radio interviews and have students record the opinions
about the issue that are presented.
Text selection
Units 1 and 2
The requirements for text selection for Units 1 and 2 are provided on page 9 of the VCE
English/EAL Study Design.
Students are encouraged to read widely in Units 1 and 2 to support the achievement of all
outcomes.
Sample text pairs for Unit 2 – Reading and comparing
Pairs of texts that could be considered are:
Text One
Text Two
Connections
Down, Elissa, The Black
Balloon (film) (A)
Haddon, Mark, The Strange
Incident of the Dog in the
Night-time (novel)
For example outsiders, family
relationships
Lahiri, Jhumpa, The
Namesake (novel)
Pung, Alice, Unpolished Gem
(non-fiction) (A)
For example migration, cultural
differences
Rose, Reginald, Twelve Angry
Men (play)
Watson, Larry, Montana 1948
(novel)
For example justice, intolerance
Key: (A) denotes Australian text
Texts for EAL students need to be cognitively demanding as well as culturally and
linguistically appropriate. When choosing texts for EAL students, teachers should consider
the accessibility of the language. Texts that include dialects using non-standard spelling and
idiomatic expressions may reduce accessibility for some EAL students. Texts with clear
ideas, issues and themes are recommended for EAL students. In selecting texts for Unit 2,
teachers should ensure that the similarities and differences between the ideas, issues and
themes in the two texts are clear.
Units 3 and 4
The requirements for text selection for Units 3 and 4 are provided on page 17 of the VCE
English/EAL Study Design. The prescribed lists of texts for each year are published on the
study page on the VCAA website.
Students are expected to read widely in Units 3 and 4 to support the achievement of all
outcomes.
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ADVICE FOR TEACHERS
Units 1–4: Media texts
The selection of media texts for the Analysing and presenting arguments areas of study in
Units 1 to 4 may come from a broad range of sources and the issues studied may have a
global, international, national or local focus. Electronic and/or hard copy versions of texts are
acceptable for study.
Advice for EAL teachers
At Units 1 and 2, teachers can support English as an Additional Language (EAL) learners
identified by the school in a range of ways including through targeted teaching and learning
activities and assessment.
Note that EAL learners identified by the school should be provided with an opportunity to
develop listening skills through the selection of at least one spoken text for the assessment
of Outcome 2 in both Units 1 and 2.
At Units 3 and 4, students enrolled in VCE EAL must meet eligibility criteria. While there is
much in common between VCE English and VCE EAL, it is important that teachers
differentiate between the two courses.
Depending upon the number of EAL students in a school, and the levels of the language
skills of the students and the nature of support the school is able to provide, schools may
choose to run separate classes for EAL students in Years 11 and 12 or place students in
combined classes. Timetabling composite Units 1 and 2 and Units 3–4 classes may provide
schools with a way to deliver separate EAL classes.
Advice for combined English and EAL classes
In many schools it is the practice that English classes contain small numbers of EAL
students.
EAL students in combined English/EAL classes may require additional teaching time to work
on developing skills which first language learners acquire in earlier years of schooling.
Provision of this additional support is a school decision; it could be provided by the English
teacher or an EAL specialist as an additional timetabled lesson or lessons each week.
Units 3 and 4
Teachers of EAL students in combined classes should ensure that they design appropriate
assessment tasks for EAL students that meet the EAL requirements outlined in the study
design. When assessing EAL students’ work for outcomes that are similar to those for
English students, teachers should mark EAL work according to the respective EAL
performance descriptors, noting carefully, among other considerations, the different mark
allocations for EAL students’ work.
Teachers should consider providing high levels of scaffolding for EAL students. Examples of
this include:
 focusing on short parts of the text in detail
 reading aloud in class with an emphasis on pronunciation and discussion about key
aspects of the text
 annotating key passages of the text with language features
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ADVICE FOR TEACHERS
 developing a series of short-answer questions to facilitate and confirm that key
information about the text has been learnt
 displaying concept maps for aspects of the text such as character, themes, structure to
support vocabulary
 jointly constructing a list of key quotations representing key aspects of the text.
Unit 3: Reading and creating texts
In Unit 3 Area of Study 1: Reading and creating texts, English and EAL students will study
one common text and one different text. This means that teachers will be working with three
texts in their classroom in Unit 3.
The different text that EAL students study in Unit 3 is one of the pair to be studied by both
English and EAL students in the Unit 4 Area of Study 1: Reading and comparing texts.
Many learning activities will be relevant to both English and EAL students and can be
adapted for each of the three texts in Unit 3, for example:
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recognising key events in the plot
identifying the ways in which the author creates meanings
completing character maps and/or character descriptions
finding quotations in the text that reflect the values the author is conveying in the text.
In some instances, the learning needs of EAL students would be better met by undertaking
separate learning activities while the English students are engaged in studying their second
text.
Employability skills
The VCE English/EAL study provides students with the opportunity to engage in a range of
learning activities. In addition to demonstrating their understanding and mastery of the
content and skills specific to the study, students may also develop employability skills
through their learning activities.
The nationally agreed employability skills are: Communication; Planning and organising;
Teamwork; Problem solving; Self-management; Initiative and enterprise; Technology; and
Learning.
The table links those facets that may be understood and applied in a school or nonemployment related setting, to the types of assessment commonly undertaken within the
VCE study.
Resources
A list of resources is published online on the VCAA website and is updated annually. The list
includes teaching, learning and assessment resources, contact details for subject
associations and professional organisations, teacher journals and periodicals, student
events and teacher professional programs.
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VCE English/English as an Additional Language
Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
Summary of differences between English and EAL
Units 1 and 2
Unit 1 Area of Study 1
Suitable assessment tasks for English students
Suitable assessment tasks for EAL students
Outcome 1
Produce analytical and creative responses to
texts.
 An analytical response to a text
 A creative response to a text
Assessment tasks for Outcome 1 must include at least one
analytical and one creative response to set texts.
 The same as for English students.
Unit 1 Area of Study 2
Suitable assessment tasks for English students
Suitable assessment tasks for EAL students
Outcome 2
Analyse how argument and persuasive
language can be used to position audiences,
and create their own texts intended to position
audiences.
 An analysis of the use of argument and persuasive language
in text/s
 A text intended to position an audience
One assessment task, but no more than one task, in Unit 1 must
be in oral or multimodal form.
 The same as for English students.
At least one text provided for the assessment of Outcome 2
should be in spoken form or have a spoken component to
allow for the assessment of listening skills.
Unit 2 Area of Study 1
Suitable assessment tasks for English students
Suitable assessment tasks for EAL students
Outcome 1
Compare the presentation of ideas, issues
and themes in two texts.
 A comparative analytical response to set texts
Assessment tasks for Outcome 1 must be in written form.
 The same as for English students.
Unit 2 Area of Study 2
Suitable assessment tasks for English students
Suitable assessment tasks for EAL students
Outcome 2
Identify and analyse how argument and
persuasive language are used in text/s that
attempt to influence an audience, and create a
text which presents a point of view.
 A persuasive text that presents an argument or viewpoint
 An analysis of the use of argument and persuasive language
in text/s
Assessment tasks for Outcome 2 must be in written form.
 The same as for English students.
At least one text provided for the assessment of Outcome 2
should be in spoken form or have a spoken component to
allow for the assessment of listening skills.
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VCE English/English as an Additional Language
Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
Units 3 and 4
Unit 3 Area of Study 1
Assessment tasks for English students
Assessment tasks for EAL students
Outcome 1
Produce an analytical interpretation of a
selected text, and a creative response to a
different selected text.
 An analytical interpretation of a selected text in written form.
AND
 A creative response to a selected text in written or oral form
with a written explanation of decisions made in the writing
process and how these demonstrate understanding of the
text.
 An analytical interpretation of a selected text in written
form.
OR
 A creative response to a selected text in written or oral
form with a written explanation of decisions made in the
writing process and how these demonstrate
understanding of the text.
Unit 3 Area of Study 2
Assessment tasks for English students
Assessment tasks for EAL students
Outcome 2
Analyse and compare the use of argument
and persuasive language in texts that present
a point of view on an issue currently debated
in the media.
 An analysis and comparison, in written form, of argument
and the use of persuasive language in two to three texts that
present a point of view on an issue. Texts must include
written and visual material and have appeared in the media
since 1 September of the previous year.
 A demonstration of understanding of two to three texts
that present a point of view on an issue through:
 short-answer responses
 note form summaries.
AND
 An analysis and comparison of argument and the use
of persuasive language in the same two to three texts,
in written form. Texts must include written and visual
material and have appeared in the media since 1
September of the previous year.
Unit 3 Area of Study 3
Assessment tasks for English students
Assessment tasks for EAL students
Outcome 3
Comprehend a spoken text.
 Not applicable to English students.
 Comprehension of a spoken text through:
 short-answer responses
 note-form summaries.
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Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
Unit 4 Area of Study 1
Assessment tasks for English students
Assessment tasks for EAL students
Outcome 1
Produce a detailed comparison which
analyses how two selected texts present
ideas, issues and themes.
 A detailed comparison in written form of how two selected
texts present ideas, issues and themes.
 The same as for English students
Unit 4 Area of Study 2
Assessment tasks for English students
Assessment tasks for EAL students
Outcome 2
Construct a sustained and reasoned point of
view on an issue currently debated in the
media.
 A written statement of intention to accompany the student’s
own oral presentation, articulating the intention of decisions
made in the planning process, and how these demonstrate
understanding of argument and persuasive language.
AND
 A point of view presented in oral form using sound argument
and persuasive language. The point of view should relate to
an issue that has appeared in the media since 1 September
of the previous year. The issue does not have to be the
same as the issue selected for study in Outcome 2, Unit 3.
 The same as for English students.
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Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
Assessment
Assessment is an integral part of teaching and learning. At the senior secondary level it:
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identifies opportunities for further learning
describes student achievement
articulates and maintains standards
provides the basis for the award of a certificate.
As part of VCE studies, assessment tasks enable:
 the demonstration of the achievement of an outcome or set of outcomes for satisfactory
completion of a unit
 judgment and reporting of a level of achievement for school-based assessments at Units
3 and 4.
The following are the principles that underpin all VCE assessment practices. These are
extracted from the VCAA Principles and guidelines for the development and review of VCE
Studies published on the VCAA website.
VCE assessment
will be valid
This means that it will enable judgments to be made about demonstration of the
outcomes and levels of achievement on assessment tasks fairly, in a balanced
way and without adverse effects on the curriculum or for the education system.
The overarching concept of validity is elaborated as follows.
VCE assessment
should be fair and
reasonable
Assessment should be acceptable to stakeholders including students, schools,
government and the community. The system for assessing the progress and
achievement of students must be accessible, effective, equitable, reasonable
and transparent.
The curriculum content to be assessed must be explicitly described to teachers
in each study design and related VCAA documents. Assessment instruments
should not assess learning that is outside the scope of a study design.
Each assessment instrument (for example, examination, assignment, test,
project, practical, oral, performance, portfolio, presentation or observational
schedule) should give students clear instructions. It should be administered
under conditions (degree of supervision, access to resources, notice and
duration) that are substantially the same for all students undertaking that
assessment.
Authentication and school moderation of assessment and the processes of
external review and statistical moderation are to ensure that assessment
results are fair and comparable across the student cohort for that study.
VCE assessment
should be
equitable
© VCAA 2015
Assessment instruments should neither privilege nor disadvantage certain
groups of students or exclude others on the basis of gender, culture, linguistic
background, physical disability, socioeconomic status and geographical location.
Assessment instruments should be designed so that, under the same or similar
conditions, they provide consistent information about student performance. This
may be the case when, for example, alternatives are offered at the same time for
assessment of an outcome (which could be based on a choice of context) or at a
different time due to a student’s absence.
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Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
VCE assessment
will be balanced
The set of assessment instruments used in a VCE study will be designed to
provide a range of opportunities for a student to demonstrate in different contexts
and modes the knowledge, skills, understanding and capacities set out in the
curriculum. This assessment will also provide the opportunity for students to
demonstrate different levels of achievement specified by suitable criteria,
descriptors, rubrics or marking schemes.
Judgment about student level of achievement should be based on the results
from a variety of practical and theoretical situations and contexts relevant to a
study. Students may be required to respond in written, oral, performance,
product, folio, multimedia or other suitable modes as applicable to the distinctive
nature of a study or group of related studies.
VCE assessment
will be efficient
The minimum number of assessments for teachers and assessors to make a
robust judgment about each student’s progress and learning will be set out in the
study design. Each assessment instrument must balance the demands of
precision with those of efficiency. Assessment should not generate workload
and/or stress that unduly diminish the performance of students under fair and
reasonable circumstances.
Scope of tasks
For Units 1–4 in all VCE studies assessment tasks must be a part of the regular teaching
and learning program and must not unduly add to the workload associated with that
program. They must be completed mainly in class and within a limited timeframe.
Points to consider in developing an assessment task:
1. List the key knowledge and key skills.
2. Choose the assessment task where there is a range of options listed in the study design.
It is possible for students in the same class to undertake different options; however,
teachers must ensure that the tasks are comparable in scope and demand.
3. Identify the qualities and characteristics that you are looking for in a student response and
design the criteria and a marking scheme
4. Identify the nature and sequence of teaching and learning activities to cover the key
knowledge and key skills outlined in the study design and provide for different learning
styles.
5. Decide the most appropriate time to set the task. This decision is the result of several
considerations including:
 the estimated time it will take to cover the key knowledge and key skills for the
outcome
 the possible need to provide a practice, indicative task
 the likely length of time required for students to complete the task
 when tasks are being conducted in other studies and the workload implications for
students.
© VCAA 2015
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VCE English/English as an Additional Language
Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
Units 1 and 2
The student’s level of achievement in Units 1 and 2 is a matter for school decision.
Assessments of levels of achievement for these units will not be reported to the VCAA.
Schools may choose to report levels of achievement using grades, descriptive statements or
other indicators.
In each VCE study at Units 1 and 2, teachers determine the assessment tasks to be used for
each outcome in accordance with the study design.
Teachers should select a variety of assessment tasks for their program to reflect the key
knowledge and key skills being assessed and to provide for different learning styles. Tasks
do not have to be lengthy to make a decision about student demonstration of achievement of
an outcome.
A number of options are provided in each study design to encourage use of a broad range of
assessment activities. Teachers can exercise great flexibility when devising assessment
tasks at this level, within the parameters of the study design.
Note that more than one assessment task can be used to assess satisfactory completion of
each outcome in the units.
There is no requirement to teach the areas of study in the order in which they appear in the
units in the study design.
Units 3 and 4
The VCAA supervises the assessment for levels of achievement of all students undertaking
Units 3 and 4.
There are two main forms of school based assessment: School-assessed Coursework
(SAC) and in some studies, the School-assessed Task (SAT).
School–assessed
Coursework
A SAC is selected from the prescribed list of assessment tasks designated for that
outcome in the study design. A mark allocation is prescribed for each SAC. Teachers
may develop their own marking schemes and rubrics or may use the performance
descriptors
The VCE and VCAL Administrative Handbook provides more detailed information about
School-assessed Coursework.
School-assessed
Task
A SAT is a mandated task prescribed in the study design. The SAT is assessed using
prescribed assessment criteria and accompanying performance descriptors published
annually on the relevant study page on the VCAA website. Notification of their
publication is given in the February VCAA Bulletin. Teachers will provide to the VCAA a
score against each criterion that represents an assessment of the student’s level of
performance. Details of authentication requirements and administrative arrangements
for School-assessed Tasks are published annually in the current year’s VCE and VCAL
Administrative Handbook.
In VCE English/EAL the student’s level of achievement will be determined by Schoolassessed Coursework and an end-of-year examination. The VCAA will report the student’s
level of performance as a grade from A+ to E or UG (ungraded) for each of three Graded
Assessment components: Unit 3 School-assessed Coursework, Unit 4 School-assessed
Coursework and the end-of-year examination.
© VCAA 2015
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VCE English/English as an Additional Language
Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
In Units 3 and 4 school-based assessment provides the VCAA with two judgements:
S (satisfactory) or N (not satisfactory) for each outcome and for the unit; and levels of
achievement determined through specified assessment tasks prescribed for each outcome.
School-assessed Coursework provides teachers with the opportunity to:





select from the designated assessment task/s in the study design
develop and administer their own assessment program for their students
monitor the progress and work of their students
provide important feedback to the student
gather information about the teaching program.
Teachers should design an assessment task that is representative of the content (key
knowledge and key skills underpinning the outcome) and allows students the opportunity to
demonstrate the highest level of performance. It is important that students know what is
expected of them in an assessment task. This means providing students with advice about
the outcome’s key knowledge and key skills to be assessed. Students should know in
advance how and when they are going to be assessed and the conditions under which they
will be assessed.
Assessment tasks should be part of the teaching and learning program. For each
assessment task students should be provided with the:
 type of assessment task as listed in the study design and approximate date for
completion
 time allowed for the task
 allocation of marks
 nature of any materials they can utilise when completing the task
 information about the relationship between the task and learning activities should also be
provided as appropriate
Following an assessment task:
 teachers can use the performance of their students to evaluate the teaching and learning
program
 a topic may need to be carefully revised prior to the end of the unit to ensure students
fully understand the key knowledge and key skills required in preparation for the
examination
 feedback provides students with important advice about which aspect or aspects of the
key knowledge they need to learn and in which key skills they need more practice.
Authentication
Teachers should have in place strategies for ensuring that work submitted for assessment is
the student’s own. Where aspects of tasks for school-based assessment are completed
outside class time teachers must monitor and record each student’s progress through to
completion. This requires regular sightings of the work by the teacher and the keeping of
records. The teacher may consider it appropriate to ask the student to demonstrate his/her
understanding of the task at the time of submission of the work.
If any part of the work cannot be authenticated, then the matter should be dealt with as a
breach of rules. To reduce the possibility of authentication problems arising, or being difficult
to resolve, the following strategies are useful:
© VCAA 2015
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VCE English/English as an Additional Language
Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
 Ensure that tasks are kept secure prior to administration, to avoid unauthorised release to
students and compromising the assessment. They should not be sent by mail or
electronically without due care.
 Ensure that a significant amount of classroom time is spent on the task so that the
teacher is familiar with each student’s work and can regularly monitor and discuss
aspects of the work with the student.
 Ensure that students document the specific development stages of work, starting with an
early part of the task such as topic choice, list of resources and/or preliminary research.
 Filing of copies of each student’s work at given stages in its development.
 Regular rotation of topics from year to year to ensure that students are unable to use
student work from the previous year.
 Where there is more than one class of a particular study in the school, the VCAA expects
the school to apply internal moderation/cross-marking procedures to ensure consistency
of assessment between teachers. Teachers are advised to apply the same approach to
authentication and record-keeping, as cross-marking sometimes reveals possible
breaches of authentication. Early liaison on topics, and sharing of draft student work
between teachers, enables earlier identification of possible authentication problems and
the implementation of appropriate action.
 Encourage students to acknowledge tutors, if they have them, and to discuss and show
the work done with tutors. Ideally, liaison between the class teacher and the tutor can
provide the maximum benefit for the student and ensure that the tutor is aware of the
authentication requirements. Similar advice applies if students receive regular help from a
family member.
© VCAA 2015
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VCE English/English as an Additional Language
Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
Learning activities
The advice contained in this guide is applicable for both English and EAL students. Learning
activities that would be especially appropriate for EAL students are denoted by EAL . Many of
these strategies would also be suitable for English students, particularly those who require
additional scaffolding with various aspects of the course.
Unit 1
Area of Study 1: Reading and creating texts
Outcome 1:
Examples of learning activities
Produce analytical and
creative responses to texts.
 complete online or hard copy worksheets and match:
 short character descriptions to the names of characters
 EAL quotations about various characters to the names of the characters
 EAL using a series of cards listing twenty major and minor events in the
text, in small groups re-arrange the events in the correct chronological order
 annotate a passage from the set text using the comments feature in a wordprocessing program; identify features such as imagery, analogy,
perspective, tone and voice
 write a report card for the set text, identifying and commenting on the
language, perspectives, imagery and characterisation; use this as the basis
for writing a review of the text and present in written, oral or multimodal form
to the class
 EAL in small groups, each member adopts the persona of a character or
narrator from the set text and answers questions as part of a panel
discussion, for example about their relationship with other characters,
events and themes; how the reader knows about the character; what the
narrator has chosen to include or omit from the text and why
 construct an alternative ending or a scene from an alternative point of view;
present it as a script and performance; in writing, justify the choices made
with reference to evidence from the text
 write five assertions about the events and characters in the set text, for
example ‘In The Moon is Down, Lieutenant Tonder is psychologically weak’
or ‘All the female characters in the text are passive’ and distribute around
the class; collect written information about whether others agree with the
statements and reasons for the views presented; collect the original
statements, collate the information and ask students to write a summary of
the different responses
 keep a journal, or a blog, while reading, to record brief responses to the set
text; reflect on early and later responses to the text considering how
responses have changed and why
 complete vocabulary-building exercises to establish the key terms used in
the text as well as the language, including metalanguage, required to
discuss the text
 respond to a proposition about the characters, themes or ideas in the text in
a scaffolded essay style; that is, begin with mind mapping the topic, then
organise ideas in a sequence, followed by developing each idea into a
paragraph that incorporates detailed evidence from the text
© VCAA 2015
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VCE English/English as an Additional Language
Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
 role-play one of the major or minor characters in the text; write a series of
diary or blog entries and reflect upon the key events at various points in the
plot
 as a whole class, demonstrate to students how to unpack a text response
topic, and plan their response on the board by brainstorming the key words,
defining the key words, re-writing the topic in their own words, establishing
their own contention on the topic and listing the topic sentences for each
proposed paragraph
 allocate 15 minutes to write an introductory paragraph to the unpacked
topic; share the introductions with the class; select three exemplar
introductions that can be used to formulate sample responses; complete a
similar exercise that requires students to write the first body paragraph that
follows one of the sample introductions
 using samples of high level creative responses to a text, identify the
strengths of each piece of writing; this can be achieved by projecting the
sample piece onto a screen and sharing ideas as a class
Detailed example
UNPACKING A TEXT RESPONSE TOPIC
1. Present students with a sample essay question.
2. Identify and discuss key words in the topic by:
 checking the meanings in dictionaries
 brainstorming synonyms.
3. Identify:
 modifying words in the topic, for example: always, never and sometimes
 words/phrases that provide instructions such as ‘to what extent?’, ‘discuss’, and ‘do you agree?’.
4. Determine whether the topic is about characters, themes, values, structural features and/or the audience’s
interpretation.
5. Ask students to work in small groups to re-write the topic in their own words. Discuss these versions as a
class.
6. As a class, brainstorm ideas and arguments related to the topic, including relevant examples from the text.
7. As a class, develop a point of view/contention to address the topic, then organise the ideas and evidence
into paragraph groups.
8. In small groups, draft the topic sentences for each body paragraph.
9. Present completed body paragraphs to class on board or screen.
10. Discuss how these paragraphs could be ordered to become the body paragraphs of a completed response.
© VCAA 2015
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VCE English/English as an Additional Language
Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
Area of Study 2: Analysing and presenting argument
Outcome 2:
Examples of learning activities
Analyse how argument and
persuasive language can be
used to position audiences,
and create their own texts
intended to position
audiences.
In small groups:
 EAL read short letters to the editor, and identify the contention, point of view
and main arguments used by writers to present their point of view
 identify the text-type, the author’s purpose, and audience in a range of short
texts
 EAL explore a range of ways that language is used to position audiences,
including language devices such as rhetorical questions, exaggeration; and
inclusive language, and argumentative strategies such as analogy, and
cause and effect; create a wall of short quotations that provide examples of
each language device
 EAL use a text with words/phrases/clauses underlined, identify the language
device, and explain its intended effect on the audience
 examine famous speeches such as those found on
www.historychannel.com/speeches; identify the persuasive techniques
used; present a datashow about the way the presentation of the arguments
and language in the speeches affects readers in particular ways
 select a letter to the editor from an online journal or newspaper on a current
issue and identify the arguments and features of the language used to
persuade the audience
 EAL use the comments feature in a word-processing program to annotate a
persuasive text, indicating the argumentative strategies and persuasive
devices used
 reduce a persuasive text to its main contention and then ‘build’ it to its
complete state adding an argument or a linguistic device one by one;
comment on the purpose and effect of each addition and how it impacts on
the text as a whole
 compare the treatment of an issue on two current affairs or news programs,
and then create a storyboard of an alternative presentation for a specified
audience; justify the choices made regarding the use of verbal and visual
language
 compare the presentation of an issue in print and online media; make lists
of the similarities and differences in terms of the tone, arguments and
language
 explore three different texts on the same issue in the media; individually
write two letters to the editor, one supporting a proposal and the other
arguing against it
 select short letters to the editor that are accompanied by photographs or
cartoons; demonstrate how to annotate a text for analysis, eliciting further
suggestions from the class
© VCAA 2015
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VCE English/English as an Additional Language
Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
Detailed example
LETTER TO THE EDITOR ANALYSIS
1. Divide the class into five groups.
2. Assign a letter to the editor of approximately 200 words to each group.
3. Ask each group to identify
 the issue, writer’s contention, and point of view
 the arguments
 two examples of how language is used to support their argument, and the intended effect
 other strategies used to support the argument, (such as the use of statistics and examples, denigration of
those who hold opposing viewpoints)
 the tone of voice used by the writer and its intended effect.
4. Prepare a PowerPoint to share with the rest of the class.
5. Annotate copy of text together.
© VCAA 2015
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VCE English/English as an Additional Language
Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
Unit 2
Area of Study 1: Reading and comparing texts
Outcome 1:
Examples of learning activities
Compare the presentation of
ideas, issues and themes in
two texts.
 read a series of plot summaries from a range of potential pairs of texts;
arrange these summaries in two columns; from the summaries, match pairs
of texts that would seem to provide rich material for comparison; justify the
choice of pairs by completing a short explanation about why these texts
would be worthy of comparison
 EAL read each set text in the pair selected for study and complete a plot
summary of each; identify five points of comparison between the two texts
that provide material for further discussion and exploration
 EAL plot the key events from each text on a timeline that clearly shows the
progression of each narrative; compare three pivotal moments that occur in
each text
 EAL create a diagram that illustrates the relationships between the main
characters in each text
 create a collage that uses a range of images, words and audio files, that
represents the key elements of the setting of each text; present these
collages to the class and explain why at least two of the elements have
been included
 divide screen/board into three columns and list each of the main concepts:
ideas, issues and themes as a heading; in pairs, come up with a definition
for each concept; share definitions with the class and record key phrases on
board/screen; as a class, decide on a definition for each concept and record
these definitions
 use a range of words that represent ideas, issues and themes that may
appear in the texts; classify the ideas, issues and themes under each term;
discuss selections as a class
 using a list of themes from one or both of the set texts, try to work out the
related ideas (big picture concepts) and also the issues (problems or
concerns) and pose these as questions; after studying the texts, revisit the
questions and try to answer them
 as a class, brainstorm the key ideas, issues and themes in each text; using
website resources such as www.onlinethesaurus.com.au, find as many
synonyms as possible that could be used to describe each concept
 EAL list the main characters in both texts on the screen/board; divide into
groups and allocate each group one character; each group composes a
Tweet that describes this character; through a discussion on Twitter, match
the Tweet with the correct characters
 generate a word cloud for the three most important concepts that appear in
both texts; refer to the website: www.tesaustralia.com
 EAL in two columns, list the key ideas, issues and themes in each text;
show links to the similarities and differences between the two texts;
annotate each link to explain the points of comparison that have been
identified
 allocate a key similarity or difference to a small group and work closely with
the texts to find examples (either in own words or as key quotations) that
support the similarity or difference identified
© VCAA 2015
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VCE English/English as an Additional Language
Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
 present jumbled paragraphs from a well written analysis comparing texts;
individually, try and move paragraphs into correct order; annotate and then
compare with the complete original text
 as a class, select one pivotal passage from each text and read aloud;
highlight words or phrases that relate to the key ideas, issues and themes
that appear in each passage; place the two excerpts side by side and draw
arrows across the passages that identify connections and contrasts; use
these points as ways in to the writing of comparative paragraphs
Detailed example
THE COMPARATIVE CUT AND PASTE ACTIVITY
1. Provide students with a sample of a well-written analytical comparative response (this may have to be
teacher-generated).
2. Jumble the paragraphs of the response so that they appear out of order and present this to the students.
(This may either be presented as a hard copy that students may cut up and paste together in the correct
order or it could be completed on an interactive screen as a class or individually.)
3. Ask students to un-jumble the response by moving the paragraphs into the correct order so that a logical,
well-sequenced response is the result.
4. Ask students to identify/highlight the following parts of the response (do not reveal the correct order yet):
a. the language of an introduction
b. the topic sentence in each paragraph
c. the evidence used to support the main points in each paragraph
d. the transitions used to indicate a shift between the two texts
e. the language of a conclusion.
5. Annotate or use the comments tool to record the reasons for each selection. Discuss the reasons behind the
placement of each paragraph and ask students to justify their decisions to their peers.
6. Provide students with a complete and correct model of a comparative analytical response. Work through the
model with students and discuss the reasons why each paragraph belongs in its position.
7. Set the students their own analytical comparative response to complete, and use the un-jumbled response
as a model.
© VCAA 2015
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VCE English/English as an Additional Language
Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
Area of Study 2: Analysing and presenting argument
Outcome 2:
Examples of learning activities
Identify and analyse how
argument and persuasive
language are used in text/s
that attempt to influence an
audience, and create a text
which presents a point of
view.
 use a simple text that presents a clearly argued point of view on an issue to
teach the key components of: contention, supporting argument and
evidence; annotate and highlight the text with important points and use this
as model for future teaching
 select one issue for study by the class; collect a range of text types that
present various views on the issue; allocate one text type per small group
and ask students to identify the contention, supporting arguments and
evidence in each text, and to list the specific features of their allocated text
type
 allocate one text type per group and ask students to create a digital poster
for their text type that shows its specific features such as a letter to the
editor: first person, casual in language, often uses emotional appeals or can
be written by an expert in their field; post the digital posters in a shared
space
 formulate a contention on a selected issue and use two columns to list the
supporting and opposing arguments relevant to that specific issue; explore
how each argument, either supporting or opposing, may be expressed using
different language
 project a range of images on a screen to the class; consider how the
audience is positioned to respond to the images; individually, record initial
reactions to each image; share these with the class; respond to the
question: How have you been positioned by the visual?
 using a persuasive text that contains a visual, discuss the following
elements: the size of the visual, the position of the visual within piece, the
type of visual (that is, photograph, cartoon, illustration, graph, table), the
purpose of the visual, the point of view presented in the visual and how the
visual complements the arguments contained in the text
 EAL present a range of text types: editorials, blogs, letters to the editor and
speeches and investigate the differences in the structure and language
choices of the various text types
 EAL divide the class into small groups and allocate an issue to each group,
who discuss reasons for and against the issue; each member of the group
gives a one-minute oral presentation of a point of view on the issue
 EAL present two versions of a letter to the editor, one using active voice and
one using passive voice; discuss how each letter positions the audience
 analyse an argument presented in a letter to the editor; identify main points
and strategies; create another letter opposing the arguments presented and
share on a wiki
 EAL read a letter to the editor and write a speech expressing an alternative
point of view; after the speech has been edited, present it to the class;
select an image that complements the speech and screen it on a datashow
projector during the speech
© VCAA 2015
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VCE English/English as an Additional Language
Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
Detailed example
HOW TO ANALYSE AN ARGUMENT
1. Provide students with a letter to the editor on a current issue from a daily news site.
2. Ask students to establish the contention of the letter and to record this in their notes.
3. Students are to work through the letter in a systematic way to identify the main arguments and strategies
employed by the author that support the point of view presented.
4. Students divide a document into two columns, in one column they list each argument identified in the letter.
In the other column, they are to formulate the opposing or counter argument for each point raised.
5. Students are to use each opposing argument to form paragraphs for their own letter to the editor. (Provide
further resources such as texts and websites to assist students to find evidence to support their argument/s
in other texts on the issue and to help them broaden their use of persuasive language.)
6. Create a shared page such as a wiki so that students may post their letters online to be used as a reference
throughout the unit.
7. Generate a discussion with the class about the different arguments and points of view that have been
represented on the wiki.
© VCAA 2015
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VCE English/English as an Additional Language
Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
Learning activities and School-assessed
Coursework (SAC)
Unit 3
Area of Study 1: Reading and creating texts
Outcome 1:
Examples of learning activities
Produce an analytical
interpretation of a selected
text, and a creative response
to a different selected text.
 EAL use the think-aloud strategy to make explicit the process of
interpretation that is occurring as a text is read:
 project a passage of the selected text onto a whiteboard
 as the passage is read, the teacher provides a commentary, modelling
how an expert reader constructs meaning from the text for example,
visualising what they are reading, recognising clues that something may
be important to understanding the text, making inferences about the
text’s meaning based on their own experiences and other texts they
have read, making predictions, asking questions
 key quotations are highlighted and comments written against the text
 select a key scene in the text which involves most of the characters;
working in small groups, each member takes on the role of one of the
characters involved; assign one person to act as interviewer; conduct a
panel interview for the class that draws out the feelings, responses and
perspectives of each of the characters within the context of the chosen
scene
 select a range of passages from the text that demonstrate the different
tones the writer employs; explore how the writer has created the particular
tone; individually, deliver readings and commentaries as an oral
presentation to the class
 EAL use a variety of concept maps, charts and diagrams to develop a
detailed knowledge of the main characters in the selected text; model a
concept map for one of the main characters, then divide the class into
groups to construct concept maps for the other major characters
 focus on developing profiles of minor characters, asking the following
questions:
 Who are the minor or secondary characters?
 What is their role in the story?
 How do the minor characters relate to, impact upon or contrast with the
main characters?
 make thorough notes on the ways in which the author explores themes in
the selected text through:
 the characters – their thoughts, actions, experiences and relationships
 the actions or events in the story
 the setting
 the social, political and cultural world represented in the text
 the title
 the tone used
 examine the narrative stance or point of view in the selected text and
discuss the impact of this; select a critical event or moment from the text
and reinterpret this from a different point of view
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ADVICE FOR TEACHERS
 develop a dramatic monologue that might be spoken at a key moment by
one of the main characters in the selected text
 draw up two columns and label the first ‘Values endorsed in the selected
text’ and the second ‘Examples of how this value is endorsed’; fill in this
table
 EAL as a class, draw up a line and place characters along the line from best
character to worst character; discuss why different characters are being
placed at different points along the scale
 create character timelines that plot the changes in each character over time;
link these changes to key events or key moments in the selected text; note
how the author conveys these changes through symbolism and change in
tone
 use hypertext (or the comment function in Microsoft Word) to analyse and
comment on a single passage from a text, noting where it occurs in the
selected text, what it reveals about a character or characters, the mood of
the passage, particular words, lines and images which are significant and
how the passage conveys the text’s major concerns
 practise matching short quotations to key ideas about the set text; write
each of these into a sentence that integrates the quotation or part of the
quotation as evidence
 pretend to be one of the main characters; describe what you are thinking
and how you are feeling about the events in the text, and other characters
either at a point in the narrative or sometime after the end of the narrative;
make a PowerPoint and class presentation
 present to the class samples of high, medium and low range sample text
response essays and creative responses; in small groups initially, then as a
whole class, identify the strengths and areas for improvement needed for
each of the samples
 under timed conditions, complete a text-response essay; present a choice
of topics and allow students to refer to notes, resources and copies of their
text
 under timed conditions, complete a text-response essay on an unseen
topic; present a choice of two topics and do not allow students to refer to
notes, resources or copies of the text
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ADVICE FOR TEACHERS
Detailed example
EXPLORING CHARACTER
1. Ask the class to list three or four main characters from the text studied.
2. As a whole class, brainstorm some of the main details about the characters, particularly their motivations,
attitude towards other characters and events in the plot.
3. Divide the class into groups. Each group is assigned a character. As a group, students discuss in greater
detail what the character would be thinking about the events in the text at the end of the narrative, and why
they would think this way.
4. Use brainstorming and discussion notes and ask students to prepare a PowerPoint about the character’s
response, demonstrating insights into the character and their perspective.
5. Present to the rest of the class.
6. Individually, students select one of the characters discussed and write a creative response from their chosen
character’s perspective. Possible forms include: monologue, journal entry, script or a short narrative.
7. Share the piece with the teacher or peers and explain how it provides insights into the character.
Sample approach to developing an assessment task — Unit 3
Performance descriptors provide a guide to the levels of performance typically demonstrated
within each range on the assessment task/s. The performance descriptors for each outcome
identify the qualities or characteristics expected in a student response.
Area of Study 2: Analysing and presenting argument
Outcome 2:
Examples of learning activities
Analyse and compare the use
of argument and persuasive
language in texts that present
a point of view on an issue
currently debated in the
media.
 use two TV current affairs or news bulletins that focus on the same issue,
identify the contention, point of view, main arguments, and audience;
identify some persuasive language strategies used by the presenter and
explain their effects on the audience; discuss how images are used
 EAL practise writing note-form summaries of the main points in a persuasive
piece, and writing short-answer response to questions about a text
 EAL collect letters to the editor representing a range of views about an
issue; individually, select one letter and write a reply, supporting or
challenging the letter writer’s view; identify the arguments and language
features and how these are meant to influence the chosen audience
 collect three editorials, each from different newspapers or news website
about the same issue, and compare the points of view represented, the way
arguments are presented and developed, and the use of language to
influence readers; read three letters to the editor on the same issue and
compare/contrast use of language in the letters with that of the editorials
 analyse an editorial, a feature article and a letter to the editor on the same
issue; examine how the arguments are presented in each text type and
consider carefully the differences in language uses across the text types,
and how each text type uses language to persuade their respective
audiences
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ADVICE FOR TEACHERS
 us the same issue, conduct a PMI (plus, minus, interesting) exercise to
canvas all the possible arguments relevant to the issue
 EAL present to the class samples of high, medium and low range analyses
of a text; in small groups initially, then as a whole class, identify the
strengths and areas for improvement needed for each of the samples
Detailed example
ANALYSIS OF PERSUASIVE TEXTS
1. Present students with an editorial. Working in small groups in class, each student identifies the arguments
used by the writer and considers how these are meant to position readers, and how persuasive language is
used to support the arguments of the author. The groups annotate the text.
2. Discuss the argumentative strategies in the texts. The teacher annotates a PDF copy of the editorial using
Notability or similar software.
3. Writes an analysis of the editorial in class for feedback from the teacher.
4. While the teacher is annotating the students’ analyses of the editorial, students in groups discuss and
annotate a feature article and letter to the editor.
5. The teacher shows the class a sample of a high range analysis of the editorial. The students and teacher
discuss the features of the analysis of the argument and language use that make this sample piece a high
range piece. The piece of work could be either one written by a student (with the student’s permission) or
one drafted by the teacher.
6. After receiving their corrected copy of the analysis of the editorial back from the teacher, students write an
analysis of the three texts. They incorporate suggestions for improvement when completing their combined
analysis of the three texts
Performance descriptors provide a guide to the levels of performance typically demonstrated
within each range on the assessment task/s. The performance descriptors for each outcome
identify the qualities or characteristics expected in a student response.
Area of Study 3: Listening to texts (EAL students only)
Outcome 3:
Examples of learning activities
Comprehend a spoken text.
 screen a short TV news bulletin to the class; individually, write a short
summary of the news story; play a short radio news bulletin to the class;
individually, write a dot point summary of the main points of the text
 play an extract from the mid-point of an oral text to the class; individually,
infer what details the text would have talked about earlier in the sound file;
teachers may need to ask some leading questions to help the class think
about possible information; then play the earlier portion of the sound file to
the class
 present a handout with a series of questions on an audio text; after the
questions have been read, play the text through twice, giving students the
opportunity to answer the questions using a black or blue pen; then present
a transcript of the text; students complete the worksheet and, if necessary,
make changes to their answers using a red or green pen
 play a text in which key words or phrases have been deleted from the
sound-file; in groups, try to work out the words that have been deleted
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ADVICE FOR TEACHERS
 play a text that contains some key words or phrases which are repeated but
whose meaning is unknown; as a class, try to infer the meaning of these
words/phrases from other information in the text
 play short excerpts from a range of texts that deal with the same theme or
issue from a range of perspectives; identify the issue/theme and try to infer
other details about each of the texts, such as point of view, audience and
purpose
 select an audio text containing a range of common idioms,; after playing the
text, write out the idioms on the board; in groups, infer the meaning of the
idioms
 use an audio text to write a series of questions testing understanding of the
main points of the text, as well as the implied meanings; in small groups,
answer the questions; discuss responses as a class
 play an audio text of two or more persons; after students listen to the text,
they re-enact it, putting the ideas into their own words
 allocate an issue or a topic to small groups; each group prepares and
records an audio text in consultation with the teacher that is played to the
class; they also devise a series of questions about the text, which the rest of
the class try and answer complete a listening comprehension task under
test conditions
Detailed example
LISTENING COMPREHENSION: TV NEWS BULLETIN AND RADIO BROADCAST
1. Select a TV news bulletin and a radio broadcast on the same issue.
2. Divide the students into small groups.
3. Play the news bulletin to the class, asking each group to identify the issue, point of view and main points.
4. Play the radio broadcast to the students, asking each group to identify the point of view and main points.
5. Distribute a worksheet to students with a range of comprehension questions. Replay each of the texts twice.
Allow the groups enough time between each replay to write down notes and answer the questions on the
worksheet.
6. As a whole class, elicit answers to the questions. As students give answers, the teacher writes sample
answers on a board or screen using a data projector, based on the students' responses. The teacher
identifies and explains the features required for each answer. The teacher also plays elements of the text
and/or shows transcripts of the text revealing the information that is needed to answer the answers.
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ADVICE FOR TEACHERS
Unit 4
Area of Study 1: Reading and comparing
Outcome 1:
Examples of learning activities
Produce a detailed
comparison which analyses
how two selected texts
present ideas, issues and
themes.
 EAL select a short comparative text from the media and read aloud; as a class,
identify the specific language used that denotes comparison for example,
similarly, in contrast or on the other hand; discuss how a comparative piece
differs from a single analysis
 brainstorm terms of comparison (make reference to the vocabulary used in the
comparison of argument) and record them; turn these into a word bank that
can be used as a reference throughout the unit
 use a list of comparative transitions and a cloze passage that contains a short
comparative paragraph on their pair of set texts, fill in the blanks by inserting
the correct transitions into the paragraph
 EAL create a Venn diagram that illustrates the key connections between the
two texts
 refer to the Venn diagram and take each key connection and rank it according
to its importance in the pair of texts
 EAL provide an image of the front covers of each comparative text; identify the
similarities and differences between the texts that are evident in the images;
predict how these aspects of the texts may be presented in the narratives
 EAL present a series of key quotations that illustrate the main ideas, issues
and themes in both texts; individually, group similar quotations together;
determine the central idea, issue or theme that is presented in the quotations
 identify the narrator of each text and discuss the ways that the authors have
constructed voice in both narratives; consider the conventions of narrative
voice and the implications of voice for the reader
 select a character from each text whose perspective on the narrative is not
presented to the audience; individually, adopt the point of view of this
character and write a paragraph that explores an idea, issue or theme in the
text from this new perspective
 EAL individually, construct three comparative essay topics on their pair of set
texts; collect all essay topics generated and distribute the list to the class; in
pairs, select the five topics on the list that they feel are the most appropriate;
survey the class and rank the topics; use the five most popular topics as
practice SAC topics
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ADVICE FOR TEACHERS
Detailed example
HOW TO WRITE A DETAILED COMPARISON
The assessment task for Unit 4 Outcome 1 is a detailed comparative written response to a pair of texts.
To produce their own detailed comparison, students will need to become familiar with the conventions of
comparative writing such as structure and language. This can be achieved by working through the following
learning activities in preparation for the SAC.
1. Upon completion of an in-depth study of the pair of set texts, provide students with a sample comparative
topic such as:
Text Pair (sample only): Nineteen Eighty-Four by George Orwell and Stasiland by Anna Funder.
Compare the ways the distortions of truth have impact on the lives of the characters in Nineteen Eighty Four
and Stasiland.
2. As a class, analyse the topic, identifying and defining key terms. Ask students to re-write the topic in their
own words.
3. Instruct students to brainstorm representations of truth in each text in two separate columns, then group
similar ideas, issues and examples together. Students can also group differences and contrasts together.
4. As a class, students should then rank the similarities and differences in order of importance, and select from
this list the three most important similarities and two most important differences.
5. Dividing the class into groups, allocate to each group a section of an essay to write.
6. The task for each group: construct your allocated paragraph in response to the topic supplied. The groups
responsible for the introduction and conclusion will follow the conventions of how to write an opening or
closing for a comparative response (this has already been taught explicitly in class). The groups responsible
for writing each body paragraph will need to refer to both set texts, incorporate examples from both texts into
their comparison and link their ideas with appropriate transitions.
7. Each group will then share their paragraph with the class (in the correct order: introduction, body paragraphs
and conclusion) via email or in a google document or another electronic form. This will mean that each
member of the class will have a complete comparative response to use as a model.
Sample approach to developing an assessment task — Unit 4
 Performance descriptors provide a guide to the levels of performance typically
demonstrated within each range on the assessment task/s. The performance descriptors
for each outcome identify the qualities or characteristics expected in a student response.
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ADVICE FOR TEACHERS
Area of Study 2: Presenting argument
Outcome 2:
Examples of learning activities
Construct a sustained and
reasoned point of view on an
issue currently debated in the
media.
 EAL brainstorm the conventions of oral presentations, such as pitch, timing,
pace and eye contact on a board/screen; discuss these and define each
term; create a glossary of these terms for future reference
 provide a copy of the assessment rubric and focus on the oral language
conventions; discuss the qualities and characteristics of a high scoring oral
presentation of a point of view
 EAL as a class, watch a series of online persuasive speeches (TED talks,
debates, lectures or political speeches); use a grid that lists a number of
persuasive oral language conventions and note an example of each
convention used; share responses with class
 refer to the online speeches and respond to the question: Which oral
language conventions were the most effective? Why?
 EAL distribute a copy of five different persuasive texts that present the
reader with a clear position on an issue; read each text carefully with the
class and individually summarise in one sentence the point of view
presented in each text
 as a class, view a speech online, e.g. Pearl Gibbs (1938), Winston Churchill
(1940), Martin Luther King (1963) and Julia Gillard (2012); provide a
transcript of the viewed speech; read through the transcript as a class and
individually highlight examples of argument, language use and oral
conventions that help position the reader
 EAL in pairs, read the transcript of a speech and highlight the contention,
supporting argument and evidence used in each paragraph
 in pairs, use a mobile device to video each other reading the transcript;
critique each other and evaluate the oral language techniques that were the
most effective
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ADVICE FOR TEACHERS
Detailed example
HOW TO CONSTRUCT AN ARGUMENT
To create their own oral presentation of a point of view, students will need to become familiar with the
conventions of persuasive texts, such as structure and language, as well as oral language conventions. The
following learning activities may be useful in preparation for the SAC.
1. Upon completion of an in-depth study of a range of persuasive written and oral texts, students consider one
issue presented in three texts, for example:
 letter to editor, speech and blog
 opinion piece, editorial and debate
 website, online forum and feature article
 political cartoon, radio transcript and news report
 speech, comment piece and photograph
2. Divide the class into groups of four to five students and allocate one issue per group. Each group should:
 Read each text.
 Identify the contention, main arguments and persuasive language used in each.
 List the main arguments that support the position being presented.
 Establish the opposing argument for each listed.
 Choose the point of view on the issue that appears to have the most support through the quality of the
arguments and the evidence provided.
 Prioritise the five most convincing arguments on the issue.
 Allocate one argument per group member.
3. Each group member should:
 Use the argument to construct one persuasive paragraph that could be used in a speech. The paragraph
needs to include: the argument, supporting evidence and an explanation of the argument.
 Post their paragraph in a shared space with the other paragraphs in the group.
4. Each group should:
 Consider the five completed paragraphs.
 Arrange the paragraphs into a logical order that shows the development of the argument.
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ADVICE FOR TEACHERS
Sample approach to developing an
assessment task
Unit 3
Outcome 1
Produce an analytical interpretation of a selected text, and a creative response to a different
selected text.
This sample approach focuses on the first part of the outcome.
Step 1: Define the parameters of the outcome and the related assessment task
options
Read the outcome and key knowledge and skills for Unit 3 Area of Study 1: Reading and
creating texts carefully and consider what evidence could be gathered to demonstrate
student learning. It should be noted that each key knowledge and skill does not need to be
individually identifiable in the task nor should the task focus on too narrow a range of key
knowledge and skills.
Step 2: Examine the assessment advice in this handbook
Unpack the performance descriptors as they provide a clear indication of qualities and
characteristics that you are looking for in a student response.
For example, a response for this outcome would need to demonstrate an ability to construct
a detailed written interpretation of a text, supported by textual evidence and including
appropriate metalanguage.
Step 3: Design the assessment task
The requirements of the task will be determined by the selected text. The following is an
example of an assessment task based on the text Twelve Angry Men.
Note that question (i) relates to knowledge about characters and the reader’s interpretation,
and question (ii) relates to the author’s choices and character.
Twelve Angry Men
i.
‘The interaction between the jurors hinders rather than facilitates the deliberation.’
To what extent do you agree?
OR
ii.
Why is it so difficult for the jury in Twelve Angry Men to reach its final verdict?
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ADVICE FOR TEACHERS
Step 4: Determining teaching and learning activities
For Unit 3 Outcome 1, the teacher plans a sequence of teaching and learning activities that
will enable students to develop knowledge and skills. This will include opportunities to
analyse the structures, features and conventions of the selected text to explore how these
elements have been chosen by the author in order to construct meaning, and to examine
how they affect interpretation.
Teaching and learning activities that could support students to prepare for this assessment
include:
 Undertaking an analysis of reviews of the selected text to identify and discuss different
interpretations.
 Working in groups to conduct a close analysis of extracts from the selected text to identify
some of the ways in which the author expresses or implies a point of view or values; the
groups can then present their findings to the class.
 Developing character analyses which describe the ways in which the author has created
the character, for example through the language used in dialogue, the descriptions of
appearance and behaviour, the reactions of other characters, and the use of narrative
voice.
 Mapping the structure of the text to identify ways in which this might influence a reader’s
interpretation.
 Reading through the text aloud and practising identifying appropriate textual evidence to
support a specific point of view.
 In groups, brainstorming and identifying the metalanguage needed to discuss, interpret
and present a point of view in regard to a text, compiling words and phrases into a wordbank for later use.
Other considerations
When to assess the students
The teacher must decide the most appropriate time to set this task. This decision is the
result of several considerations including:
 the estimated time it will take to cover the key knowledge and skills for the outcome
 when tasks are being conducted in other subjects and the workload implications for
students
 where there are multiple classes in English/EAL, a common School-assessed Coursework
scheduling is advisable.
Marking the task
The marking scheme used to assess a student's level of performance should reflect the
relevant aspects of the Performance descriptors and be explained to students before starting
the task.
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ADVICE FOR TEACHERS
Unit 3 EAL
Outcome 3
Comprehend a spoken text.
Step 1: Define the parameters of the outcome and the related assessment task
options
Read the outcome and key knowledge and skills for Unit 3 Area of Study 3: Listening to texts
carefully and consider what evidence could be gathered to demonstrate student learning. It
should be noted that each key knowledge and skill does not need to be individually
identifiable in the task nor should the task focus on too narrow a range of key knowledge and
skills.
Step 2: Examine the assessment advice in this handbook
Unpack the performance descriptors as they provide a clear indication of qualities and
characteristics that you are looking for in a student response.
For example, a response for this outcome would need to demonstrate an ability to
comprehend a spoken text through short-answer responses and note-form summaries that
move from a literal to an inferential understanding of the text.
Step 3: Design the assessment task
The requirements of the task will be determined by the selected text. The following is an
example of an assessment task:
1.
Select an audio text that is approximately 5 minutes in length. The focus of the text
could be on a human experience, where an individual or group has been challenged or
has triumphed over adversity. This could be presented to students as an interview or a
transcript.
2.
Provide students with the appropriate background and contextual information they need
to understand the background to the text.
3.
Provide students with definitions of any technical or idiomatic words that appear in the
text that may be outside experience of your class.
4.
Construct a series of questions that gradually move from the literal to the inferential
about the audio text. These questions may require short-answer and/or note-form
summary responses.
5.
Provide students with the appropriate classroom conditions to listen closely and
carefully to the text without interruption, and then give students time to complete their
written responses to the text.
Step 4: Determining teaching and learning activities
For Unit 3 Outcome 3, the teacher plans a sequence of teaching and learning activities that
will enable students to develop pre-task knowledge and skills. This will include opportunities
to listen to and discuss a range of different audio sequences where students can explore the
context and purpose of the text, the structure and language of the text, as well as the
delivery including intonation, stress, rhythm, pitch, timing and volume of the speaker/s.
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ADVICE FOR TEACHERS
Teaching and learning activities that could support students to prepare for this assessment
include:
1.
Listening to an audio interview from a station such as ABC Radio National and asking
students to record a summary of the interview in their own words.
2.
Providing students with a transcript of a conversation between two speakers. In groups
of three, ask two students to adopt the roles of speakers with the third student being
allocated the role of listener. The pair of students read the text aloud and the third
student listens to the exchange. The speakers pose questions to the listener about the
conversation that took place. The listener responds to the questions in oral form.
3.
Asking students to record a short paragraph about their life on an audio file. In small
groups, play the recording and, in turn, have each student ask one question to the
speaker about their life. The speaker is then required to respond to the question.
4.
Teaching a lesson on the differences between open and closed questions, ask students
to write five open questions and five closed questions about a general topic such as the
weather, a key incident in the news and so on.
5.
Reading a detailed paragraph from an everyday text and then constructing five open
questions that will elicit more information from it.
Other considerations
When to assess the students
The teacher must decide the most appropriate time to set this task. This decision is the
result of several considerations including:
 the estimated time it will take to cover the key knowledge and skills for the outcome
 when tasks are being conducted in other subjects and the workload implications for
students
 where there are multiple classes in English/EAL, a common School-assessed Coursework
scheduling is advisable.
Marking the task
The marking scheme used to a assess student's level of performance should reflect the
relevant aspects of the Performance descriptors and be explained to students before starting
the task.
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VCE English/English as an Additional Language
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ADVICE FOR TEACHERS
Unit 4
Outcome 1
Produce a detailed comparison which analyses how two selected texts present ideas, issues
and themes.
Step 1: Define the parameters of the outcome and the related assessment task
options
Read the outcome and key knowledge and skills for Unit 3 Area of Study 1: Reading and
comparing texts carefully and consider what evidence could be gathered to demonstrate
student learning. It should be noted that each key knowledge and skill does not need to be
clearly identifiable in the task nor should the task focus on too narrow a range of key
knowledge and skills.
Step 2: Examine the assessment advice in this handbook
Unpack the performance descriptors as they provide a clear indication of qualities and
characteristics that you are looking for in a student response.
For example, a response for this outcome would need to demonstrate an understanding of
the ideas, issues and themes presented in the pair of texts, the similarities and/or differences
between them, and the ways that form influence meaning.
Step 3: Design the assessment task
The requirements of the task will be determined by the two selected texts. The following is
an example of an assessment task based on the text pair: Nineteen Eighty-Four by George
Orwell and Stasiland by Anna Funder. (Please note: this pair of texts is a sample only.)
Pairs of texts set for study will appear on List 2 of the approved English/EAL Text List for that
year.
Nineteen Eighty-Four and Stasiland
i.
How do the authors of Nineteen Eighty Four and Stasiland explore the destruction of
history and the effect this has on the characters?
OR
ii.
Compare Nineteen Eighty-Four and Stasiland using the following quotations as the
basis for your response:
 ‘Everything faded into mist. The past was erased, the erasure was forgotten, the lie
became truth.’ Nineteen Eighty-Four
 ‘I look at the box in her arms and know that you cannot destroy your past, nor what it
does to you.’ Stasiland
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ADVICE FOR TEACHERS
Step 4: Determining teaching and learning activities
For Unit 4 Outcome 1, the teacher plans a sequence of teaching and learning activities that
will enable students to develop knowledge and skills. This will include opportunities to
analyse the ideas, issues and themes of the selected pair of texts, and to explore the
similarities and/or differences between them, the ways in which form influences meaning and
the extent to which a comparison of two texts provides an opportunity for deeper and richer
reflection.
Teaching and learning activities that could support students to prepare for this assessment
include:
 Brainstorming the similarities and/or differences between the two texts.
 Creating a Venn diagram to represent the connections and differences between the pair
of texts.
 Identifying the key features, structures and language of the forms of texts in the pair, and
designing posters that illustrate these conventions in a visual format.
 Using the various conventions of each text type in the pair, ask students to identify the
similarities and/or differences between aspects such as the protagonists, the setting and
the key events.
 Analysing a key passage from each text and highlighting the features, structures and
language that illustrate the connections between the pair.
 Writing short comparative paragraphs on an idea, issue or theme that appears in both
texts that are selected at random by the teacher. Students have 15 minutes to write each
paragraph before moving onto the next.
 Filling in the missing connectives that have been omitted from sample cloze passages
that compare the two texts.
Other considerations
When to assess the students
The teacher must decide the most appropriate time to set this task. This decision is the
result of several considerations including:
 the estimated time it will take to cover the key knowledge and skills for the outcome
 when tasks are being conducted in other subjects and the workload implications for
students
 where there are multiple classes in English/EAL, a common School-assessed Coursework
scheduling is advisable.
Marking the task
The marking scheme used to assess students' level of performance should reflect the
relevant aspects of the Performance descriptors and be explained to students before starting
the task.
© VCAA 2015
Page 40
VCE English/English as an Additional Language
Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
Performance Descriptors
VCE English
VCE ENGLISH
SCHOOL-ASSESSED COURSEWORK
Performance Descriptors
DESCRIPTOR: typical performance in each range
Very low
Unit 3
Outcome 1
Part 1
Produce an analytical
interpretation of a selected text.
Low
Medium
High
Very high
Limited understanding of the world of
the text with reference to the values it
expresses. Limited awareness of how
the author has responded to different
contexts, audiences and purposes.
Some understanding of the world of the
text through an analysis of the values it
expresses. Some awareness of how the
author has responded to different
contexts, audiences and purposes.
Satisfactory understanding of the world
of the text through an analysis of the
explicit and implied values it expresses,
and how the author has responded to
different contexts, audiences and
purposes.
Thorough understanding of the world of
the text through a detailed analysis of
the explicit and implied values it
expresses, and how the author has
responded to different contexts,
audiences and purposes.
Sophisticated understanding of the
world of the text through an insightful
analysis of the explicit and implied
values it expresses, and how the author
has responded to different contexts,
audiences and purposes.
Limited interpretation of textual meaning
that makes little attempt to analyse
features of the text. Limited reference
to the text.
Some interpretation of textual meaning
through a broad analysis of features of
the text. Some use of textual evidence
to justify the interpretation.
Clear and appropriate interpretation
of textual meaning through a close
analysis of features of the text. Suitable
use of textual evidence to justify the
interpretation.
Comprehensive and logical
interpretation of textual meaning
through a close analysis of features of
the text. Careful use of textual evidence
to justify the interpretation.
Sustained and insightful interpretation
of textual meaning through a complex
analysis of features of the text.
Considered and accurate use of textual
evidence to justify the interpretation.
Limited use of the features of an
analytical interpretation.
Some use of the features of an
analytical interpretation including the
use of structure, conventions and
language, including the use of
metalanguage.
Sound control of the features of an
analytical interpretation including the
appropriate use of structure,
conventions and language, including
the use of relevant metalanguage.
Careful control of the features of an
analytical interpretation including the
careful use of structure, conventions
and language, including the use of
relevant metalanguage.
Skilful control of the features of an
analytical interpretation including the
highly proficient use of structure,
conventions and language, including
the use of relevant metalanguage.
Written language that shows limited
control of spelling, punctuation and
syntax of standard Australian English.
Mostly clear written language that
employs some conventions of spelling,
punctuation and syntax of standard
Australian English.
Generally fluent and coherent written
language that employs the appropriate
use of spelling, punctuation and syntax
of standard Australian English
Expressive, fluent and coherent written
language that employs the appropriate
and accurate use of spelling,
punctuation and syntax of Standard
Australian English.
Highly expressive, fluent and coherent
written language that employs the
skilful and accurate use of spelling,
punctuation and syntax of Standard
Australian English.
KEY to marking scale based on the Outcome contributing 30 marks
Very low 1–6
© VCAA
Low 7–12
Medium 13–18
High 19–24
Page 41
Very high 25–30
VCE English/English as an Additional Language
ADVICE FOR TEACHERS
VCE ENGLISH
SCHOOL-ASSESSED COURSEWORK
Performance Descriptors
DESCRIPTOR: typical performance in each range
Very low
Unit 3
Outcome 1
Low
© VCAA 2015
Very high
Some understanding of the original text
through reference to moments,
characters and themes from the text.
Satisfactory understanding of the
original text through considered
selection of key moments, characters
and themes worthy of exploration.
Thorough understanding of the original
text through thoughtful selection of key
moments, characters and themes
worthy of exploration.
Sophisticated and complex
understanding of the original text
through insightful selection of key
moments, characters and themes
worthy of exploration.
Limited development of style by using
language and literary devices, with little
consideration of the original text.
Some development of style by using
language and literary devices to
generate responses, with some
consideration of the original text.
Clear development of voice and style by
transforming and adapting language
and literary devices to generate
responses, with appropriate
consideration of the original text.
Considered development of voice and
style by competently transforming and
adapting language and literary devices
to generate particular responses, with
strong consideration of the original text.
Sustained development of voice and
style by skilfully transforming and
adapting language and literary devices
to generate particular responses, with
insightful consideration of the original
text.
Written or oral language that shows
limited control of conventions.
Mostly clear written or oral language
that employs some conventions to
attempt stylistic effect.
Generally fluent and coherent written or
oral language that employs the
appropriate use of conventions for
stylistic effect.
Expressive, fluent and coherent written
or oral language that employs the
appropriate and accurate use of
conventions for stylistic effect.
Highly expressive, fluent and coherent
written or oral language that employs
the skilful and accurate use of
appropriate conventions for stylistic
effect.
Limited justification of decisions related
to content and approach made during
the creative process with some
reference to the original text and
purpose, audience and context.
Some justification of decisions related to
selected content and approach made
during the creative process,
demonstrating tenuous connections to
the original text and some
understanding of purpose, audience
and context.
Sound justification of decisions related
to selected content and approach made
during the creative process,
demonstrating solid connections to the
original text and understanding of
purpose, audience and context.
Thorough justification of decisions
related to selected content and
approach made during the creative
process, demonstrating relevant
connections to the original text and
clear understanding of purpose,
audience and context.
Insightful justification of decisions
related to selected content and
approach made during the creative
process, demonstrating meaningful
connections to the original text and
complex understanding of purpose,
audience and context.
KEY to marking scale based on the Outcome contributing 30 marks
Very low 1–6
High
Limited understanding of the original
text through reference to moments,
characters and themes from the text.
Part 2
Produce a creative response
to a different selected text.
Medium
Low 7–12
Medium 13–18
High 19–24
Page 42
Very high 25–30
VCE English/English as an Additional Language
ADVICE FOR TEACHERS
VCE ENGLISH
SCHOOL-ASSESSED COURSEWORK
Performance Descriptors
DESCRIPTOR: typical performance in each range
Very low
Unit 3
Outcome 2
Analyse and compare the use of
argument and persuasive
language in texts that present a
point of view on an issue
currently debated in the media.
Low
Medium
© VCAA 2015
Very high
Limited understanding of the arguments
presented in the texts showing limited
awareness of how they have been
constructed to position audiences.
Some understanding of the arguments
presented in the texts showing some
awareness of how they have been
constructed to position audiences.
Sound and clear understanding of the
arguments presented in the texts and
how they have been constructed to
position audiences.
Detailed and accurate understanding of
the arguments presented in the texts
and how they have been constructed to
position audiences.
Comprehensive and complex
understanding of the arguments
presented in the texts and how they
have been constructed to position
audiences.
Limited analysis and comparison of
arguments with some reference to the
texts.
Some analysis and comparison of
arguments with limited discussion of the
intent and development of the
arguments, persuasive use of language
and the impact of the texts. Some use of
textual evidence to justify the analysis.
Clear and appropriate analysis and
comparison of arguments with broad
discussion of the intent and
development of the arguments,
persuasive use of language and the
impact of the texts. Suitable use of
textual evidence to justify the analysis.
Detailed and careful analysis and
comparison of arguments with
thoughtful discussion of the intent and
development of the arguments,
persuasive use of language and the
impact of the texts. Careful use of
textual evidence to justify the analysis.
Sophisticated and insightful analysis
and comparison of arguments with
complex discussion of the intent and
development of the arguments,
persuasive use of language and the
impact of the texts. Considered and
accurate use of textual evidence to
justify the analysis.
Limited control of the features of
comparative analysis.
Some control of the features of
comparative analysis, including the use
of structure, conventions and language,
including the use of metalanguage.
Sound control of the features of
comparative analysis, including the
appropriate use of structure,
conventions and language, including the
use of relevant metalanguage.
Careful control of the features of
comparative analysis, including the
careful use of structure, conventions
and language, including the use of
relevant metalanguage.
Skilful control of the features of
comparative analysis, including the
highly proficient use of structure,
conventions and language, including the
use of relevant metalanguage.
Written language that shows limited
control of spelling, punctuation and
syntax of Standard Australian English.
Mostly clear written language that
employs some conventions of spelling,
punctuation and syntax of Standard
Australian English.
Generally fluent and coherent written
language that employs the appropriate
use of spelling, punctuation and syntax
of Standard Australian English.
Expressive, fluent and coherent written
language that employs the appropriate
and accurate use of spelling,
punctuation and syntax of Standard
Australian English.
Highly expressive, fluent and coherent
written language that employs the skilful
and accurate use of spelling,
punctuation and syntax of Standard
Australian English.
KEY to marking scale based on the Outcome contributing 40 marks
Very low 1–8
High
Low 9–16
Medium 17–24
High 25–32
Page 43
Very high 33–40
VCE English/English as an Additional Language
ADVICE FOR TEACHERS
VCE ENGLISH
SCHOOL-ASSESSED COURSEWORK
Performance Descriptors
DESCRIPTOR: typical performance in each range
Very low
Unit 4
Outcome 1
Produce a detailed comparison
which analyses how two
selected texts present ideas,
issues and themes
Low
Medium
High
Very high
Limited understanding of the texts and
how they convey ideas, issues and
themes from different perspectives.
Some understanding of the texts and
how they convey ideas, issues and
themes from different perspectives.
Identification of some connections
between the texts.
Satisfactory understanding of the texts
and how they convey ideas, issues and
themes from different perspectives.
Identification of relevant connections
and areas for comparison.
Thorough understanding of the texts
and how they convey ideas, issues and
themes from different perspectives.
Identification of meaningful connections
and areas for comparison.
Sophisticated understanding of the texts
and how they convey ideas, issues and
themes from different perspectives.
Identification of highly significant
connections and areas for comparison.
Limited understanding of the ideas,
issues and themes in both texts through
some attempts at analysis of the
similarities and/or differences. Limited
reference to the text.
Comparison that presents some
understanding of the ideas, issues and
themes in both texts through broad
analysis of the similarities and/or
differences. Some use of textual
evidence to support the comparison.
Clear and appropriate comparison that
presents an understanding of the ideas,
issues and themes in both texts through
close analysis of the similarities and/or
differences. Suitable use of textual
evidence to support the comparative
analysis.
Thoughtful and effective comparison
that presents a detailed understanding
of the ideas, issues and themes in both
texts through close analysis of the
similarities and/or differences. Careful
use of textual evidence to support the
comparative analysis.
Sustained and insightful comparison
that presents an enriched understanding
of the ideas, issues and themes in both
texts through complex analysis of the
similarities and/or differences.
Considered use of textual evidence to
support the comparative analysis.
Limited control of the features of
comparative analysis.
Some control of the features of
comparative analysis, including the use
of structure, conventions and language,
including the use of metalanguage.
Sound control of the features of
comparative analysis, including the
appropriate use of structure,
conventions and language, including the
use of relevant metalanguage.
Careful control of the features of
comparative analysis, including the
careful use of structure, conventions
and language, including the use of
relevant metalanguage
Skilful control of the features of
comparative analysis, including the
highly proficient use of structure,
conventions and language, including the
use of relevant metalanguage
Written language that shows limited
control of spelling, punctuation and
syntax of Standard Australian English.
Mostly clear written language that
employs some conventions of spelling,
punctuation and syntax of Standard
Australian English.
Generally fluent and coherent written
language that employs the appropriate
use of spelling, punctuation and syntax
of Standard Australian English.
Expressive, fluent and coherent written
language that employs the appropriate
and accurate use of spelling,
punctuation and syntax of Standard
Australian English.
Highly expressive, fluent and coherent
written language that employs the skilful
and accurate use of spelling,
punctuation and syntax of Standard
Australian English.
KEY to marking scale based on the Outcome contributing 60 marks
Very low 1–12
© VCAA 2015
Low 13–24
Medium 25–36
High 37–48
Page 44
Very high 49–60
VCE English/English as an Additional Language
ADVICE FOR TEACHERS
VCE ENGLISH
SCHOOL-ASSESSED COURSEWORK
Performance Descriptors
DESCRIPTOR: typical performance in each range
10
Unit 4
Outcome 2
Construct a sustained and
reasoned point of view on
an issue currently debated
in the media.
30
Very low
Low
Medium
High
Very high
Limited articulation of the
intention of decisions related to
content and approach made
during the planning process with
some reference to purpose,
audience and context.
Basic articulation of the intention of
decisions related to selected content
and approach made during the planning
process, demonstrating some
understanding of purpose, audience
and context.
Sound articulation of the intention of
decisions related to selected content
and approach made during the planning
process, demonstrating solid
understanding of purpose, audience
and context.
Thorough articulation of the intention of
decisions related to selected content
and approach made during the planning
process, demonstrating clear
understanding of purpose, audience
and context.
Insightful articulation of the intention of
decisions related to selected content
and approach made during the planning
process, demonstrating complex
understanding of purpose, audience
and context.
Limited understanding of the
issue. Few references made to
information and evidence.
Some understanding of the issue
through the selection of acknowledged
information and evidence used to
support particular positions.
Satisfactory understanding of the issue
through the selection and synthesis of
acknowledged information and
evidence used to support particular
positions.
Detailed understanding of the issue
through the careful selection and
synthesis of appropriately
acknowledged information and
evidence used to support particular
positions.
Thorough and detailed understanding of
the issue through the meticulous
selection and synthesis of appropriately
acknowledged information and
evidence used to support particular
positions.
Limited understanding or
development of arguments.
Some attempts to position the
audience.
Some understanding of arguments
demonstrated through the development
of arguments that position the audience
to support some of the points of view
presented.
Sound understanding of argument
demonstrated through development of
broad and reasoned arguments that
position the audience to support the
points of view presented.
Detailed understanding of argument
demonstrated through development of
reasoned and credible arguments that
position the audience to support the
points of view presented.
Sophisticated and insightful
understanding of argument
demonstrated through the development
of reasoned and convincing arguments
that position the audience to support the
points of view presented.
Limited control of oral language
conventions.
Some relevant oral language
conventions employed to position an
audience.
Generally fluent and coherent oral
language that employs the appropriate
use of conventions to position an
audience.
Persuasive, fluent and coherent oral
language that employs the appropriate
and accurate use of conventions to
position an audience.
Highly persuasive, fluent and coherent
oral language that employs the skilful
use of appropriate conventions to
position an audience.
KEY to marking scale based on the Outcome contributing 40 marks
Statement of intention
Very Low 1–2
Low 3–4
Medium 5–6
High 7–8
Very High 9–10
Low 7–12
Medium 13–18
High 19–24
Very High 25–30
Point of view
Very Low 1–6
© VCAA 2015
Page 45
VCE English/English as an Additional Language
ADVICE FOR TEACHERS
VCE English as an Additional Language
VCE ENGLISH AS AN ADDITIONAL LANGUAGE
SCHOOL-ASSESSED COURSEWORK
Performance Descriptors
DESCRIPTOR: typical performance in each range
Very low
Unit 3
Outcome 1
Option 1
Produce an analytical
interpretation of a selected text.
Low
Medium
High
Very high
Limited understanding of the world of
the text with reference to the values it
expresses. Limited awareness of how
the author has responded to different
contexts, audiences and purposes.
Some understanding of the world of the
text through a basic analysis of the
values it expresses. Some awareness of
how the author has responded to
different contexts, audiences and
purposes.
Satisfactory understanding of the world
of the text through some analysis of the
explicit and implied values it expresses,
and how the author has responded to
different contexts, audiences and
purposes.
Clear understanding of the world of the
text through a competent analysis of the
explicit and implied values it expresses,
and how the author has responded to
different contexts, audiences and
purposes.
Thorough understanding of the world of
the text through a detailed analysis of
the explicit and implied values it
expresses, and how the author has
responded to different contexts,
audiences and purposes.
Limited interpretation that makes little
attempt to analyse features of the text
with some reference to the text.
Some interpretation of textual meaning
through a general analysis of features of
the text. Some use of textual evidence
to justify the interpretation.
Clear and appropriate interpretation
of textual meaning through a close
analysis of features of the text. Suitable
use of textual evidence to justify the
interpretation.
Coherent and logical interpretation
of textual meaning through a close
analysis of features of the text. Careful
use of textual evidence to justify the
interpretation.
Comprehensive and insightful
interpretation of textual meaning
through a complex analysis of features
of the text. Considered and accurate
use of textual evidence to justify the
interpretation.
Limited use of the features of an
analytical interpretation.
Some use of the features of an
analytical interpretation including the
use of structure, conventions and
language, including the use of
metalanguage.
Sound control of the features of an
analytical interpretation including the
generally appropriate use of structure,
conventions and language, including the
use of relevant metalanguage.
Careful control of the features of an
analytical interpretation including the
considered use of structure,
conventions and language, including the
use of relevant metalanguage.
Skilful control of the features of an
analytical interpretation including the
proficient use of structure, conventions
and language, including the use of
relevant metalanguage.
Written language that shows limited
control of spelling, punctuation and
syntax of Standard Australian English.
Written language that employs some
conventions of spelling, punctuation and
syntax of Standard Australian English.
Mostly clear written language that
employs the appropriate use of spelling,
punctuation and syntax of Standard
Australian English.
Generally fluent and coherent written
language that employs the appropriate
and accurate use of spelling,
punctuation and syntax of Standard
Australian English.
Highly fluent and coherent written
language that employs the considered
and accurate use of spelling,
punctuation and syntax of Standard
Australian English.
KEY to marking scale based on the Outcome contributing 40 marks
Very Low 1–8
© VCAA 2015
Low 9–16
Medium 17–24
High 25–32
Page 46
Very High 33–40
VCE English/English as an Additional Language
ADVICE FOR TEACHERS
VCE ENGLISH AS AN ADDITIONAL LANGUAGE
SCHOOL-ASSESSED COURSEWORK
Performance Descriptors
DESCRIPTOR: typical performance in each range
Very low
Unit 3
Outcome 1
Option 2
Produce a creative response to
a different selected text.
Low
Medium
High
Limited understanding of the original
text through reference to moments,
characters and themes from the text.
Some understanding of the original text
through reference to moments,
characters and themes from the text.
Satisfactory understanding of the
original text through considered
selection of key moments, characters
and themes worthy of exploration.
Clear understanding of the original text
through thoughtful selection of key
moments, characters and themes
worthy of exploration.
Thorough understanding of the original
text through insightful selection of key
moments, characters and themes
worthy of exploration.
Limited development of style by using
language and literary devices, with little
consideration of the original text.
Some development of style by using
language and literary devices to
generate responses, with some
consideration of the original text.
Clear development of voice and style by
transforming and adapting language
and literary devices to generate
responses, with appropriate
consideration of the original text.
Considered development of voice and
style by competently transforming and
adapting language and literary devices
to generate particular responses, with
relevant consideration of the original
text.
Skilful development of voice and style
by carefully transforming and adapting
language and literary devices to
generate particular responses, with
relevant and thoughtful consideration
of the original text.
Written or oral language that shows
limited control of conventions.
Written or oral language that employs
some conventions to attempt stylistic
effect.
Mostly fluent and coherent written or
oral language that employs the
appropriate use of conventions for
stylistic effect.
Generally fluent and coherent written
or oral language that employs the
appropriate and accurate use of
conventions for stylistic effect.
Highly expressive, fluent and coherent
written or oral language that employs
the considered use of appropriate
conventions for stylistic effect
Limited justification of decisions related
to content and approach made during
the creative process with some
reference to the original text and
purpose, audience and context.
Some justification of decisions related
to selected content and approach
made during the creative process,
demonstrating tenuous connections
to the original text and some
understanding of purpose, audience
and context.
Sound justification of decisions related
to selected content and approach
made during the creative process,
demonstrating solid connections to
the original text and understanding
of purpose, audience and context.
Thorough justification of decisions
related to selected content and
approach made during the creative
process, demonstrating relevant
connections to the original text and
clear understanding of purpose,
audience and context.
Insightful justification of decisions
related to selected content and
approach made during the creative
process, demonstrating meaningful
connections to the original text and
complex understanding of purpose,
audience and context
KEY to marking scale based on the Outcome contributing 40 marks
Very Low 1–8
© VCAA 2015
Very high
Low 9–16
Medium 17–24
High 25–32
Page 47
Very High 33–40
VCE English/English as an Additional Language
ADVICE FOR TEACHERS
VCE ENGLISH AS AN ADDITIONAL LANGUAGE
SCHOOL-ASSESSED COURSEWORK
Performance Descriptors
DESCRIPTOR: typical performance in each range
Very low
Unit 3
Outcome 2
Low
Medium
High
Limited understanding of the arguments
presented in the texts showing limited
awareness of how they have been
constructed to position audiences.
Some understanding of the arguments
presented in the texts showing basic
awareness of how they have been
constructed to position audiences.
Satisfactory understanding of the
arguments presented in the texts and
how they have been constructed to
position audiences.
Clear understanding of the arguments
presented in the texts and how they
have been constructed to position
audiences.
Thorough understanding of the
arguments presented in the texts and
how they have been constructed to
position audiences.
Limited analysis and comparison of
arguments with some reference to the
texts.
Some analysis and comparison of
arguments with limited discussion of the
intent and development of the
arguments, persuasive use of language
and the impact of the texts. Some use of
textual evidence to justify the analysis.
Clear and appropriate analysis and
comparison of arguments with broad
discussion of the intent and
development of the arguments,
persuasive use of language and the
impact of the texts. Suitable use of
textual evidence to justify the analysis.
Coherent analysis and comparison of
arguments with thoughtful discussion of
the intent and development of the
arguments, persuasive use of language
and the impact of the texts. Careful use
of textual evidence to justify the
analysis.
Comprehensive analysis and
comparison of arguments with complex
discussion of the intent and
development of the arguments,
persuasive use of language and the
impact of the texts. Considered and
accurate use of textual evidence to
justify the analysis.
Limited control of the features of
comparative analysis.
Some control of the features of
comparative analysis, including the use
of structure, conventions and language,
including the use of metalanguage.
Sound control of the features of
comparative analysis, including the
generally appropriate use of structure,
conventions and language, including the
use of relevant metalanguage.
Careful control of the features of
comparative analysis, including the
considered use of structure,
conventions and language, including the
use of relevant metalanguage.
Skilful control of the features of
comparative analysis, including the
proficient use of structure, conventions
and language, including the use of
relevant metalanguage.
Written language that shows limited
control of spelling, punctuation and
syntax of Standard Australian English.
Written language that employs some
conventions of spelling, punctuation and
syntax of Standard Australian English.
Mostly clear written language that
employs the appropriate use of spelling,
punctuation and syntax of Standard
Australian English.
Generally fluent and coherent written
language that employs the appropriate
and accurate use of spelling,
punctuation and syntax of Standard
Australian English.
Highly fluent and coherent written
language that employs the skilful and
accurate use of spelling, punctuation
and syntax of Standard Australian
English.
Analyse and compare the use of
argument and persuasive
language in texts that present a
point of view on an issue
currently debated in the media.
KEY to marking scale based on the Outcome contributing 40 marks
Very Low 1–8
© VCAA 2015
Very high
Low 9–16
Medium 17–24
High 25–32
Page 48
Very High 33–40
VCE English/English as an Additional Language
ADVICE FOR TEACHERS
VCE ENGLISH AS AN ADDITIONAL LANGUAGE
SCHOOL-ASSESSED COURSEWORK
Performance Descriptors
DESCRIPTOR: typical performance in each range
Very low
Medium
High
Some understanding of the ideas
explicitly stated in the text and an
awareness of the ideas implied in the
text, making vague references to the
context presented.
Competent understanding of the ideas
explicitly stated and some
understanding of the ideas implied in
the text, making some references to
these ideas in the context presented.
Detailed understanding of the ideas
explicitly stated and reasonable
understanding of the ideas implied in
the text, making references to those
ideas in the context presented.
Sophisticated and insightful
understanding of the ideas explicitly
stated and implied in the text, making
appropriate reference to these ideas in
the context presented.
Limited understanding of the ways in
which the speaker/s use the
conventions of spoken English.
Some understanding of some of the
ways in which the speaker/s use the
conventions of spoken English to
communicate the ideas and meaning.
Clear understanding of some of the
ways in which the speaker/s use the
conventions of spoken English to
communicate the ideas and meaning.
Detailed understanding of the ways the
speaker/s use the conventions of
spoken English to communicate the
ideas and meaning.
Demonstrates perceptive insights into
the ways the speaker/s use the
conventions of spoken English to
communicate the ideas and meaning.
When responding to the spoken text,
writing with limited control of the
conventions of written Standard
Australian English.
When responding to the spoken text,
writing with some control of the
conventions of written Standard
Australian English.
When responding to the spoken text,
clear writing with sound control of the
conventions of spelling, punctuation and
syntax of Standard Australian English.
When responding to the spoken text,
use of fluent and coherent writing
applying the conventions of spelling,
punctuation and syntax of Standard
Australian English.
When responding to the spoken text,
use of highly fluent, coherent and
succinct writing, applying the
conventions of spelling, punctuation and
syntax of Standard Australian English
consistently.
KEY to marking scale based on the Outcome contributing 20 marks
Very Low 1–4
© VCAA 2015
Very high
Limited understanding of the ideas
explicitly stated in the text and limited
awareness of the context.
Unit 3
Outcome 3
Comprehend a spoken text.
Low
Low 5–8
Medium 9–12
High 13–16
Page 49
Very High 17–20
VCE English/English as an Additional Language
ADVICE FOR TEACHERS
VCE ENGLISH AS AN ADDITIONAL LANGUAGE
SCHOOL-ASSESSED COURSEWORK
Performance Descriptors
DESCRIPTOR: typical performance in each range
Very low
Unit 4
Outcome 1
Produce a detailed comparison
which analyses how two
selected texts present ideas,
issues and themes.
Low
Medium
High
Very high
Limited understanding of the texts and
how they convey ideas, issues and
themes from different perspectives.
Some understanding of the texts and
how they convey ideas, issues and
themes from different perspectives.
Identification of some connections
between the texts.
Satisfactory understanding of the texts
and how they convey ideas, issues and
themes from different perspectives.
Identification of relevant connections
and areas for comparison.
Clear understanding of the texts and
how they convey ideas, issues and
themes from different perspectives.
Identification of meaningful connections
and areas for comparison.
Thorough understanding of the texts
and how they convey ideas, issues and
themes from different perspectives.
Identification of highly significant
connections and areas for comparison.
Limited understanding of the ideas,
issues and themes in both texts through
an attempt at analysis of the similarities
and/or differences. Limited reference to
the text.
Comparison that presents some
understanding of the ideas, issues and
themes in both texts through broad
analysis of the similarities and/or
differences. Some use of textual
evidence to support the comparison.
Clear and appropriate comparison that
presents an understanding of the ideas,
issues and themes in both texts through
close analysis of the similarities and/or
differences. Suitable use of textual
evidence to support the comparative
analysis.
Coherent comparison that presents a
detailed understanding of the ideas,
issues and themes in both texts through
close analysis of the similarities and/or
differences. Careful use of textual
evidence to support the comparative
analysis.
Comprehensive comparison that
presents an enriched understanding of
the ideas, issues and themes in both
texts through complex analysis of the
similarities and/or differences.
Considered use of textual evidence to
support the comparative analysis.
Limited control of the features of
comparative analysis.
Some control of the features of
comparative analysis, including the use
of structure, conventions and language,
including the use of metalanguage.
Sound control of the features of
comparative analysis, including the
appropriate use of structure,
conventions and language, including
the use of relevant metalanguage.
Careful control of the features of
comparative analysis, including the
careful use of structure, conventions
and language, including the use of
relevant metalanguage.
Skilful control of the features of
comparative analysis, including the
highly proficient use of structure,
conventions and language, including
the use of relevant metalanguage.
Written language that shows limited
control of spelling, punctuation and
syntax of Standard Australian English.
Written language that employs some
conventions of spelling, punctuation and
syntax of Standard Australian English.
Mostly clear written language that
employs the appropriate use of spelling,
punctuation and syntax of Standard
Australian English.
Generally fluent and coherent written
language that employs the appropriate
and accurate use of spelling,
punctuation and syntax of Standard
Australian English.
Highly fluent and coherent written
language that employs the considered
and accurate use of spelling,
punctuation and syntax of Standard
Australian English.
KEY to marking scale based on the Outcome contributing 60 marks
Very Low 1–12
© VCAA 2015
Low 13–24
Medium 25–36
High 37–48
Page 50
Very High 49–60
VCE English/English as an Additional Language
ADVICE FOR TEACHERS
VCE ENGLISH AS AN ADDITIONAL LANGUAGE
SCHOOL-ASSESSED COURSEWORK
Performance Descriptors
DESCRIPTOR: typical performance in each range
10
Unit 4
Outcome 2
Construct a sustained and
reasoned point of view on an
issue currently debated in the
media.
30
Very low
Low
Medium
High
Very high
Limited articulation of the
intention of decisions related
to content and approach
made during the planning
process with some reference
to purpose, audience and
context.
Basic articulation of the intention of
decisions related to selected content
and approach made during the planning
process, demonstrating some
understanding of purpose, audience
and context.
Satisfactory articulation of the intention
of decisions related to selected content
and approach made during the planning
process, demonstrating solid
understanding of purpose, audience
and context.
Clear articulation of the intention of
decisions related to selected content
and approach made during the planning
process, demonstrating clear
understanding of purpose, audience
and context.
Thorough articulation of the intention of
decisions related to selected content
and approach made during the planning
process, demonstrating complex
understanding of purpose, audience
and context.
Limited understanding of the
issue. Few references made
to information and evidence.
Some understanding of the issue
apparent through the selection of
acknowledged information and
evidence used to support particular
positions.
Satisfactory understanding of the issue
apparent through the selection and
synthesis of acknowledged information
and evidence used to support particular
positions.
Clear understanding of the issue
apparent through the careful selection
and synthesis of appropriately
acknowledged information and
evidence used to support particular
positions.
Thorough and detailed understanding of
the issue apparent through the
meticulous selection and synthesis of
appropriately acknowledged information
and evidence used to support particular
positions.
Limited understanding or
development of arguments.
Some attempts to position the
audience.
Some understanding of arguments
demonstrated through the development
of arguments that position the audience
to support some of the points of view
presented.
Sound understanding of argument
demonstrated through development of
broad, and reasoned arguments that
position the audience to support the
points of view presented.
Detailed understanding of argument
demonstrated through development of
reasoned and credible arguments that
position the audience to support the
points of view presented.
Sophisticated and insightful
understanding of argument
demonstrated through the development
of reasoned and convincing arguments
that position the audience to support the
points of view presented.
Limited control of oral
language conventions.
Some relevant oral language
conventions employed to position an
audience.
Mostly fluent and coherent oral
language that employs the appropriate
use of conventions to position an
audience.
Generally persuasive, fluent and
coherent oral language that employs
the appropriate and accurate use of
conventions to position an audience.
Highly persuasive, fluent and coherent
oral language that employs the skilful
use of appropriate conventions to
position an audience.
Statement of intention
Very Low 1–2
Low 3–4
Medium 5–6
High 7–8
Very High 9–10
Low 7–12
Medium 13–18
High 19–24
Very High 25–30
Point of view
Very Low 1–6
© VCAA 2015
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VCE English/English as an Additional Language
Units 1 and 2: 2016–2020; Units 3 and 4: 2017–2020
ADVICE FOR TEACHERS
Appendix: Employability skills
Assessment task
Employability skills: relevant facets
Analytical response to text
Communication (writing to the needs of the audience; reading
independently)
Planning and organising (collecting, analysing and organising
information)
Self management (evaluating and monitoring own performance;
taking responsibility)
Creative response to text
Communication (writing to the needs of the audience; reading
independently)
Planning and organising (collecting, analysing and organising
information)
Self management (evaluating and monitoring own performance;
taking responsibility; articulating own ideas and visions)
Initiative and enterprise (being creative)
Analysis of argument and
persuasive language
Communication (listening and understanding; reading
independently; writing to the needs of the audience)
Planning and organising (collecting, analysing and organising
information)
Self management (evaluating and monitoring own performance;
taking responsibility)
Presentation of a point of view
Communication (speaking clearly and effectively; reading
independently; persuading effectively)
Planning and organising (collecting, analysing and organising
information)
Self management (evaluating and monitoring own performance;
taking responsibility; having knowledge and confidence in own
ideas and visions)
Comparative analytical response
to texts
Communication (writing to the needs of the audience; reading
independently)
Planning and organising (collecting, analysing and organising
information)
Self management (evaluating and monitoring own performance;
taking responsibility)
Comprehension of a spoken text (EAL
students only)
Communication (listening and understanding)
Planning and organising (collecting, analysing and organising
information)
© VCAA 2015
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